Tests to identify schoolchildren at risk. Methodology for primary diagnosis and identification of children at risk (M.I.
Diagnostic technique for identifying “children at risk”Instructions: "You are asked a series of questions about different aspects of your life. By answering each question honestly and thoughtfully, you will have the opportunity to get to know yourself better.
There are no right or wrong answers here. Answer each question as follows: if you agree, answer “yes”; if you disagree, answer “no”. If you do not live with your parents, then answer the question about family, meaning the people you live with.
Answer as quickly as possible, don’t hesitate.”
Do you think people can be trusted?
Do you make friends easily?
Do your parents ever object to the friends you date?
Do you often get nervous?
Are you usually the center of attention in the company of your peers?
Don't you like being criticized?
Do you sometimes get so irritated that you start throwing things?
Do you often have the feeling that you are not understood?
Do you sometimes feel like people are talking bad about you behind your back?
Do you have many close friends?
Are you embarrassed to ask people for help?
Do you like to break established rules?
Are you always provided with everything you need at home?
Are you afraid to be alone (alone) in the dark?
Are you always confident in yourself?
Do you usually flinch at unusual sounds?
Does it happen that when you are alone, your mood improves?
Do you think your friends have happier families than you?
Do you feel unhappy due to lack of money in your family?
Does it ever happen that you get angry at everyone?
Do you often feel defenseless?
Is it difficult for you to answer in front of the whole class at school?
Do you have friends whom you just can't stand?
Can you hit a person?
Do you sometimes forgive people?
Do your parents often punish you?
Have you ever had a strong desire to run away from home?
Do you often feel unhappy?
Do you get angry easily?
Would you dare to grab the bridle of a running horse?
Are you a timid and shy person?
Do you ever feel like you are not loved enough in your family?
Do you often make mistakes?
Do you often have a cheerful and carefree mood?
Do your acquaintances and friends love you?
Does it happen that your parents don’t understand you and seem like strangers to you?
When you fail, do you ever have the desire to run away somewhere far away and not return?
Has it ever happened that one of your parents made you feel afraid?
Do you sometimes envy the happiness of others?
Are there people you truly hate?
Do you fight often?
Is it easy for you to sit still?
Are you willing to answer at the blackboard at school?
Does it ever happen that you are so upset that you can’t sleep for a long time?
Do you swear often?
Could you sail a sailboat without training?
Do you often have quarrels in your family?
Do you always do things your own way?
Do you often feel like you are somehow worse than others?
Is it easy for you to cheer up your friends?
Key to the questionnaire
Index
№ question
1. Family relationships
3+; 13-; 18+; 19+; 26+; 27+; 32+; 38+;47+.
2. Aggression
7+; 12+; 24+; 25+; 30+; 40+; 41+; 45+; 46+.
3. Distrust of people
1-; 2-; 8+; 9+; 10-; 11+; 22+; 23+; 31+.
4. Lack of self-confidence
4+; 14+; 15-; 16+; 20+; 21+; 28+; 29+; 33+; 39+; 49+.
5. Accentuations: hyperthymic, hysterical, schizoid, emotionally labile
34+; 42-; 50+; 5+; 35+; 43+; 17+; 36+; 48+; 6+; 37+; 44+.
Evaluation of results
Index
High scores (risk group)
1. Family relationships
5 or more points
2. Aggression
5 or more points
3. Distrust of people
5 or more points
4. Lack of self-confidence
6 or more points
5. Accentuations: hyperthymic, hysterical, schizoid, emotionally labile
2-3 points for each type of accentuation
Processing the results
Students' answers are checked against the key. The number of matches of answers with the key on each scale is counted. The total score for each of the 5 scales reflects the degree of its severity.
Interpretation of results
1. Family relationships .
High scores indicate a violation of intrafamily relationships, which may be due to:
tense situation in the family;
parental hostility;
unreasonable restrictions and demands of discipline without a sense of parental love;
fear of parents, etc.
2. Aggressiveness.
High scores indicate increased hostility, cockiness, and rudeness.
3. Distrust of people .
High scores indicate a strong distrust of other people, suspicion and hostility.
4. Diffidence .
High scores indicate high anxiety and lack of self-confidence.
5. Character accentuations .
The risk group includes the following types of character accentuation:
Hyperthymic type. He is almost always in a good mood, energetic, active, does not like discipline, and is irritable.
Hysterical type . Shows increased self-love, thirst for attention from others, and is unreliable in human relationships.
Schizoid type . Characterized by isolation and inability to understand the state of other people, often withdraws into himself.
Emotionally labile type . Characterized by unpredictable mood swings.
26.10.2017
When your child needs your love most,
when he deserves it least.
Erma Bombek
In the course of life, each of us experiences certain emotional states. They define the levelinformation and energyexchange of a person and the direction of his behavior. Emotions can greatly control us. Their absence is no exception. After all, this is an emotional state that allows us to describe a person’s behavior as special.
WHAT IS PSYCHOEMOTIONAL STATE?
PSYCHOEMOTIONAL CONDITIONS - a special form of human mental states,
experiences with the manifestation of an emotional response to one’s attitude to the surrounding reality and to oneself;
those states that are regulated primarily by the emotional-volitional sphere and cover emotional reactions and emotional relationships;
relatively stable experiences.
Emotional states that arise in a person during any activity influence his mental state, the general state of the body, and his behavior in a given situation. They affect both the processes of cognition and personality development, and the quality of life in general.
The significance of the problem of emotional states hardly needs justification.
Emotional manifestations in response to reality are necessary for a person, since they regulate his well-being and functional state. A deficiency of emotions reduces the activity of the central nervous system and can cause decreased performance. Excessive influence of emotiogenic factors can cause a state of neuropsychic tension and disruption of higher nervous activity. Optimal emotional arousal is a condition for readiness for activity and its health-promoting implementation.
Psycho-emotional state is the basis of personal health.
We were all teenagers at one time and went through difficulties. adolescence. But only when we become parents can we fully appreciate the problems of children of this period of life.
Psychologists identify the followingtypes psycho-emotional state of adolescents:
activity - passivity;
passion - indifference;
excitement - lethargy;
tension - emancipation;
fear - joy;
decisiveness - confusion;
hope - doom;
anxiety - serenity;
confidence - lack of self-confidence.
Despite the fact that these mental processes are opposite, in adolescents they can alternate and change over short periods of time. This is duehormonal stormand may be typical for an absolutely healthy, normal child. Now he can talk to you in a friendly manner, and two minutes later he can withdraw into himself or create a scandal and leave, slamming the door. And even this is not a cause for concern, but just a variant of the norm.
However, those states , which predominate in the child’s behavior at this age, contribute to the formation of corresponding character traits (high or low self-esteem, anxiety or cheerfulness, optimism or pessimism, etc.), and this will influence his entire future life.
PSYCHOLOGICAL FEATURES OF ADOLESCENCE:
Positive changeshappening to a teenager:
manifestation of a sense of adulthood;
growth of self-awareness, self-esteem, self-regulation;
increased attention to one's appearance;
demonstrating independence in acquiring knowledge and skills;
emergence of cognitive motivation;
the desire to be not worse, but better than others.
Negative changes:
vulnerable unstable psyche;
increased excitability:
causeless temper;
high anxiety;
manifestation of egocentrism;
depressive states;
deliberate manipulation of adults;
internal conflict with oneself and others;
increased negative attitude towards adults;
fear of loneliness (thoughts of suicide),
lead to emotional disorders and behavioral deviations. Difficulties in the development of adaptive and social qualities in general lead to impaired mental and psychological health in adolescents.
DIAGNOSIS METHODS
PSYCHOEMOTIONAL STATE OF A TEENAGER.
To obtain timely and reliable information about the psycho-emotional manifestations of a child, to determine the causes of violations in his learning, behavior and development, it is necessary to use various diagnostic methods to identify children at risk who need correction of emotional disturbances.
Observation is a classic method, used in psychological research as an additional diagnostic method, which does not reduce its value and significance. Purposeful tracking of the specifics and changes in the emotional states of schoolchildren occurs in the process of various types of activities. Based on the observation, the experimenter (class teacher) draws up various scales and enters the results into state assessment cards. Observation in psychological research is often used in conjunction with the method of expert assessment.
Conversation and survey can be either an independent or an additional diagnostic method used to obtain the necessary information or clarify what was not clear enough during observation.
Questionnaires, tests, diagnostic techniques
| Techniques | Age | Purpose of the technique | Brief description of the technique |
|
| Projective technique “School Drawing” | from 10-11 years old | Target : determining the child’s attitude towards school and the level of school anxiety. | The child is given an A4 sheet of paper, colored pencils and asked: “Draw a school here on a piece of paper.” Conversation, clarifying questions about what was drawn, comments are written on the back of the drawing. Processing the results : Emotional attitude towards school and learning is assessed according to 3 indicators: color spectrum line and character of the drawing plot of the drawing |
|
| Methodology "Tree with people" (test task) | from 10-11 years old | Target : studying the socio-psychological aspects of students’ self-esteem in the context of determining their own place in the study group of classmates (identifying the socio-psychological level of adaptation of the individual in the social group, the degree of school adaptation of the student in the study group (class)). | Instructions: « Consider this tree. You see a lot of little people on it and next to it. Each of them has a different mood and they occupy a different position. Take a red marker and circle the person who reminds you of yourself, is similar to you, your mood at the new school and your situation. We will check how attentive you are.Please note that each branch of the tree can be equal to your achievements and successes. Now take a green marker and circle the person you would like to be and in whose place you would like to be.” |
|
| Projective technique | from 10-11 years old | Target: identifying the emotional background of students’ development. | Instructions: In front of you is an information card on whichthe most typical emotional states of a person are presented. Consider them. Think about which of them you yourself have experienced, in which situations(with younger schoolchildren you can discuss situations in which certain emotions are manifested). Now write the word on the piece of paper"school" , choose 2-3 emotions that you most often experience at school and draw them. Write the word"house" and do the same. Write the word"classmates (peers).” What emotions do you think your classmates (peers) experience most often? Choose 2-3 emotions and draw them. Write the word"teacher", choose 2-3 emotions that teachers most often experience in class and draw them. Now write the word"parents" and draw the emotional states that parents most often experience. |
|
| Questionnaire S.V. Levchenko “Feelings at school” | from 10-11 years old (grades 4-11) | Target: create an “emotional portrait of the class.” | Emotional well-being plays a huge role in a person’s life: they help them understand the world around them, communicate with each other, and be successful in various fields.A positive attitude is a powerful motivator of activity:something that is attractive, pleasant, and full of joy is performed with special enthusiasm. This technique allows you to clearly see the mood of the class, its “emotional portrait.” Instructions: The questionnaire contains a list of 16 feelings, of which you are asked to select only 8 and mark with«+» those,« which you most often experience at school" . |
|
| Methodology "Colored Letters" | from 11-12 years old | Purpose of the study: determining the psychological comfort of students in different lessons. | The research method is quite simple to use. It is necessary to have a form for each student with a printed list of subjects studied in the class. In the form, each subject corresponds to an empty square, which, in accordance with the instructions, must be painted in a color that determines the student’s state in a particular lesson. The study is preceded by familiarization with the instructions, which are read out by a psychologist. Instructions: “Paint the square corresponding to this or that object with the color that determinesyour state in this lesson.You are offered 8colors: red, yellow, blue, green, black, gray, purple. According to your choice, the same color can be selected several times, some colors may not be used at all.” |
|
| Methodology for studying student satisfaction school life (developed by associate professor A.A. Andreev) | from 11-12 years old | Target: determine the degree of student satisfaction with school life. Progress. | Instructions: Students are asked to read (listen to) 10 statements and rate the degree of agreement with their content on the following scale: 4 - completely agree; 3 - agree; 2 - hard to say; 1 - disagree; 0 - completely disagree. |
|
| Phillips method for diagnosing the level of school anxiety | from 10-11 years old | Target: study of the level and nature of anxiety associated with school in children of primary and secondary school age (grades 4-9) | The test consists of 58 questions, which can be read by schoolchildren, or can be offered in written form. Each question requires a clear answer “yes” or “no”. Instructions: “Guys, now you will be offered a questionnaire, which consists of questions abouthow do you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think about the questions for too long. |
|
| Methodology Ch.D. Spielberger to identify personal and situational anxiety (adapted into Russian by Yu.L. Khanin) | from 11-12 years old | Target: research on the level of situational and personal anxiety of a child | Testing according to the Spielberger-Khanin method is carried out using two forms of 20 judgment questions: one form for measuring indicators of situational anxiety, and the second for measuring the level of personal anxiety. The study can be carried out individually or in a group. Instructions: read each of the given sentences and cross out the number in the corresponding column on the right, depending on how you feel at the moment. Don't overthink the questions because there are no right or wrong answers. |
|
| SAN technique (methodology and diagnostics of well-being, activity and mood) | from 14-15 years old | Target: Express assessment of well-being, activity and mood. | Description of the SAN technique. The questionnaire consists of 30 pairs of opposing characteristics, according to which the subject is asked to evaluate his condition. Each pair represents a scale on which the subject notes the degree of severity of one or another characteristic of his condition. Instructions for the SAN technique. You are asked to describe your current state using a table consisting of 30 pairs of polar characteristics. In each pair, you must select the characteristic that most accurately describes your condition and mark the number that corresponds to the degree of expression of this characteristic. |
|
| Methodology for studying self-attitude (M IS ) | from 13-14 years old | Target : Method MISdesigned to study the student's ideas about himself. | Instructions for the student. You are asked to complete the following task, which contains 110 questions in the form of possible statements about your character traits, habits, interests, etc. There can be no “good” or “bad” answers to these questions, because... Every person has the right to his own point of view. In order for the results obtained based on your answers to be the most informative and fruitful for concretizing your own idea of yourself, you need to try to choose the most accurate and reliable answers “agree - disagree”, which will be recorded by you in the appropriate positions of the form. |
|
| Bass-Darkie Aggression Questionnaire | from 14-15 years old | Target : studying the state of aggression in adolescents | Instructions. From Say “yes” if you agree with the statement and “no” if you disagree. Try not to think about questions for a long time. |
|
| Diagnosis of personal aggressiveness and conflict (E.P. Iilin, P.A. Kovalev) | from 14-15 years old | Target : The technique is intended to identify the subject’s propensity for conflict and aggressiveness as a personal characteristic. | Instructions: you are presented with a series of statements. If you agree with the statement in the answer form, put the “+” sign (“yes”) in the appropriate box; if you disagree, put the sign«-» ("No") |
CONCLUSION:
The problem of emotional disorders and their correction is one of the most important in child psychology.
The range of emotional disorders in adolescence is extremely wide. These may be mood disorders, behavioral disorders, psychomotor disorders.
There are various methods for diagnosing psycho-emotional experiences and deviations in the behavior of a teenager.
A well-organized corrective system of psychological influences on the child is needed, aimed at mitigating his emotional discomfort, increasing his activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.
Patience, the ability to understand and forgive, endurance, love and faith in a growing child will give us, adults, strength, and will give him a chance to live up to our hopes, to become a self-sufficient person in the future, with a strong inner core, with a high level of emotional and social intelligence, a realPERSONALITY.
Thesis: Diagnosis of children at risk in the preschool period
Introduction
1.1 Organization, main stages and criteria for selecting children into correctional classes.
1.2 The concept of children’s psychological readiness for learning. Low level of school maturity.
1.3 Difficulties of school adaptation.
Chapter 2 Diagnosis of children at risk in the preschool period
conclusions
Conclusion
Literature
Introduction
In the system of measures aimed at increasing the pedagogical, social and economic efficiency of public education, protecting the physical and moral health of children, preventing them from dropping out of school, and unlawful behavior of minors, an important place belongs to the program of active pedagogical assistance to children at risk.
This category of children has been differentiated among the child population relatively recently. This includes children whose development is complicated by unfavorable factors of genetic, biological or social nature. These children do not belong to the category of sick or defective. However, due to these circumstances, they are in a borderline situation between normality and pathology, and with intact intelligence, they have worse adaptation capabilities than their peers. This complicates their socialization and makes them especially vulnerable to unbalanced environmental conditions.
Until now, the problems of development and upbringing of children at risk have not been recognized clearly enough by the public and, in particular, by pedagogical consciousness.
Research by doctors and hygienists shows that in preschool institutions and schools, it is children at risk who most often get sick and are most at risk of developing a particular chronic disease. It is these children who, already from the first grade, experience systematic difficulties in learning, become lagging behind, underachievers, and difficult. The question is rightly raised that school becomes the most dangerous zone for them, where primary developmental deficiencies are aggravated and overgrown with secondary, personal ones, arising against the background of a lag in learning, a non-prestigious position among peers, and prevailing negative evaluative stimulation from teachers and parents.
As a rule, these secondary deviations, manifested in various forms of school maladjustment, deviant behavior of children and adolescents, are the object of attention and response from teachers, doctors, and law enforcement officials. Work of various forms is being carried out, but in the same logic - the logic of overcoming these secondary deformations in their origin. Hence, despite the enormous material costs of providing it, its effectiveness is disproportionately low.
The current situation encourages a rethinking of established approaches and emphases. The basis of this rethinking is the concept of prevention as the main link in the fight for the physical and moral health of younger generations, an organic component of the global problem of human ecology. The actual pedagogical forms and methods of work, various educational institutions, pedagogy and school are assigned a leading, decisive role in this concept.
The structure of general pedagogy differentiates a relatively independent area of scientific knowledge and practical pedagogical activity, the purpose of which is to develop and implement effective measures of pedagogical assistance to children at risk into the practice of educational institutions. This area of scientific research is called correctional pedagogy.
The work that has been carried out in this area of knowledge today allows us to recommend the following system of measures aimed at achieving successful adaptation of children at risk in the school system and protecting their health:
1) psychological and pedagogical diagnosis of children entering school and timely identification of risk groups among them;
2) creation of gentle sanitary-hygienic, psycho-hygienic and didactic conditions at school for children at risk, taking into account their individual typological characteristics;
3) the use of correctional teaching methods in pedagogical work with children at risk.
In practical terms, the implementation of the listed system of measures takes place, in particular, in the experimental experience of correctional classes, which are considered as the optimal form of pedagogical assistance for children at risk for the current stage of development of the public education system.
Correctional classes - health classes, as they are most often called, are opened in regular secondary schools. They provide for a gentler regime of training sessions, smaller classes, and the introduction of special correctional and health-improving activities into the curriculum.
In these classes, a special type of correctional education is implemented, which provides as its main function health care, correction of children’s developmental deficiencies, their psychological and social rehabilitation, the disclosure of individual abilities and talents as a reliable basis for personal self-affirmation. At the same time, it is extremely important that correctional classes follow regular curriculums and children in them study year after year with their peers. Thus, correctional classes, while providing children at risk with the necessary help and support, at the same time do not discredit the individual, which is extremely important from an ethical point of view, do not injure the family and do not delay the path of a growing person to a profession.
The purpose of the thesis is the timely identification of children at risk in the preschool period.
The object of the study is preschool children.
The subject of the study is the prevention of school maladjustment.
To achieve the goal of the study, the following tasks were set:
1. Determine the main stages and criteria for selecting children into correctional classes;
2. Study the theoretical aspects of school maturity;
3. Identify the difficulties of school adaptation;
4. Conduct psychological and pedagogical diagnosis of children at risk in the preschool period;
5. Provide an analysis of the diagnostic results;
6. Offer a correctional program of pedagogical assistance to children at risk.
Hypothesis: timely prevention of the causes of school maladaptation contributes to a higher level of readiness for school.
The theoretical significance of the work lies in the analysis of psychological literature on the problem of school maturity.
The practical significance of the work lies, in our opinion, in the fact that the methodology tested in this work, presented by G.F. Kumarina, can be recommended to practical psychologists working with preschoolers as a tool for timely diagnosis of children at risk in the preschool period.
Chapter 1 Diagnosis of prevention of school maladjustment
1.1 Organization, main stages and selection criteria
children in correctional classes.
Selection of children into correctional classes is an important and responsible task that requires well-coordinated efforts of parents, preschool teachers, school teachers and psychologists for its solution.
In schools where correctional classes are created, the coordination of these efforts is entrusted to the school psychological and pedagogical commission. The school psychological and pedagogical commission includes: the head teacher of the school for primary education, a psychologist (if he works at the school), a speech therapist, a teacher and a school doctor.
The tasks of the commission at the stage of initial study of children are as follows:
1) organize the collection of reliable information about children entering school,
2) based on the collected data, carry out an orientation in the qualitative composition of children; identify children at risk in a preliminary manner;
3) organize special diagnostics of previously identified children,”
4) to assemble the main composition of the correctional class based on the diagnostic results;
5) to resolve controversial issues, collect additional diagnostic information about children during school adaptation periods (during the first two school months);
6) if necessary, move students within the parallel; agree on the final composition of the correctional class with the visiting medical and pedagogical commission. Resolve the issue of transferring individual students, if such a need arises, to the special education network.
In the work of the school psychological and pedagogical commission for the study of children, therefore, two main stages are distinguished: the study of children in the preschool period and in the process of school adaptation.
When organizing the study of children in kindergarten, it is necessary, first of all, to establish business, interested contacts with the children’s parents and kindergarten teachers. Both are carriers of extremely valuable information about children for the school. They can characterize the child holistically from different angles and at the same time. Observations by parents and kindergarten teachers of the state of the child’s general development and its dynamics can become a reliable basis in solving the problem of identifying children at risk. In the study of childhood, the importance of observations from loved ones or educators was emphasized by all major teachers - K.D. Ushinsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky. This approach has further established its authority now that a rich methodological toolkit for experimental research has been developed. various areas of children's mental development. It is no coincidence that a prominent expert in the field of psychodiagnostics, the German scientist G. Witzlack, notes that the accuracy of assessments of the degree of readiness for school, as well as the forecast of student performance made by a kindergarten teacher, is often higher than the test results.
In order for the knowledge about children that parents and educators have to be used to identify children at risk, it must be properly used.
There must be close continuity in the work of the preschool institution and the school. In the context of the organization of correctional classes in schools, constant business contacts with basic preschool institutions should become a subject of special concern to the head teacher of the school for primary education.
The head teacher must introduce preschool employees to the goals and objectives of correctional classes, the program of observation of children, the criteria for the pedagogical selection of children in these classes, and the requirements that the preparatory group teacher must follow when compiling the pedagogical characteristics of his graduates.
Working with parents and familiarizing them with the purpose of correctional classes and with the principles of selecting children for these classes requires special delicacy and thoroughness. It is advisable that such information be made by the school director at a meeting of parents of future first-graders. It is important that parents understand that a correctional class (a class of pedagogical support, health) is a real form of assistance to those children who, due to poor health and insufficient readiness for school, require special attention from a teacher and doctor, that timely, possibly earlier identification of such children is a mutual interest of parents and school.
When selecting children for correctional classes, one should be guided by two interrelated and complementary criteria . One of them is the child’s low level of readiness for schooling, i.e. school maturity. The second criterion is the difficulty of adapting to school life (at the initial stage of education in regular classes). The first criterion plays a leading role at the preliminary stage of selecting children. The second criterion is the leading one at the new stage - observation of children in real educational activities. From the preliminary conclusions of the first stage of selecting children for correctional classes, this criterion in controversial cases leads to final conclusions - practically confirmed.
1.2 The concept of children’s psychological readiness for learning.
Low level of school maturity .
Timely assessment of children’s psychological readiness for school is one of the main types of prevention of subsequent possible difficulties in learning and development. In this case, the psychologist first of all pays attention not only to formal readiness for schooling (can read, count, knows something by heart, knows how to answer questions, etc.), but also to certain psychological characteristics: how the child feels about entering school, whether he has had experience communicating with peers, how confident he feels in a situation of conversation with unfamiliar adults, how developed is his cognitive activity, what are the features of his motivational, emotional readiness for learning at school, and others. Based on the results of the examination, the psychologist, together with the teacher, develops a program of an individual approach to working with children from the first days of their stay at school.
The main goal of determining psychological readiness for schooling is to prevent school maladjustment. In accordance with this goal, various classes have recently been created, the task of which is to implement an individual approach to teaching in relation to children, both ready and not ready for school, in order to avoid manifestations of school maladjustment.
School maturity is understood as such a level of general development of a child that is sufficient for his successful inclusion in school life, for mastering a new social role - the role of a student, for the transition from play as the leading activity in preschool childhood to learning.
A low level of school maturity manifests itself as underdevelopment of one or, as a rule, several basic aspects of the mental and physical development and health of children, the most essential for inclusion in educational activities.
The following can collectively serve as informative indicators of a low level of school maturity: the presence of deviations in the somatic and, above all, the neuropsychic health of the child; insufficient level of his social and psychological-pedagogical readiness for school; insufficient formation of psychological and psychophysiological prerequisites for educational activities. Teachers are guided primarily by these indicators when selecting children for correctional classes and, as scientific data show, they are prognostically significant. Let's look at each of them:
I. Deviations in the somatic and neuropsychic health of the child.
Doctors testify that recently there have been unfavorable changes in the health of the children's population: the number of children with chronic pathology has increased (health group 3). The group of children with morphofunctional abnormalities and frequent illnesses has increased noticeably and has become quantitatively predominant (about 40%).
There is a direct connection between deviations in the health status of schoolchildren and educational retardation. It has been established that among poorly performing children, the absolute majority are characterized by one or another degree of psychoneurological pathology. Signs of psychoneurological symptoms often occur against the background of certain chronic somatic diseases (diseases of the ear, nose, throat, digestive system, respiratory tract, musculoskeletal disorders, etc.).
The failure of these students in the vast majority of cases is due to increased fatigue and decreased performance over the course of the school day, week and year. In a significant part of them, during the period of optimal physiological functions, the intensity of work is 33-77%, and the quality is 33-98% lower than in healthy children.
These features, directly related to the individual functional capabilities of the central nervous system, negatively affect all cognitive processes of the child and significantly reduce the effectiveness of the learning process. They cause disturbances in perception (the inability to concentrate leads to poor differentiation of the elements of what is perceived, to inability to differentiate them according to the degree of importance, to the perception not of the situation as a whole, but only of its individual and not the most important links. Hence the inability to adequately reflect what is perceived and its incorrect understanding) . In this case, both the accuracy and speed of intellectual actions are significantly lower. It is also difficult to switch from one method of action to another; there is no flexible response to changing situations. The latter leads to difficulties not only in learning, but also in raising a child.
Some of these children fulfill school requirements, but this is achieved at the cost of excessive stress, leading to overwork and, consequently, to deterioration of health. Thus, according to the Institute of Hygiene of Children and Adolescents of the Ministry of Health of Russia, more than 50% of children with health problems and recognized as not ready for school during their studies in the first grade had their health deteriorate both due to functional deviations and due to worsening or emergence of new chronic diseases.
Deviations in the health status of children entering school are a mandatory indicator that must be taken into account when determining school maturity.
II. Insufficient level of social and psychological-pedagogical readiness in school.
Psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers. The necessary and sufficient level of actual development must be such that the educational program falls within the child’s “zone of proximal development.” The “zone of proximal development” is defined by what a child can achieve in collaboration with adults. In this case, cooperation is understood very broadly: from a leading question to a direct demonstration of the solution to a problem.
If the current level of mental development of a child is such that the “zone of proximal development” is lower than that required to master the curriculum at school, then the child is considered psychologically unprepared for school education, since as a result of the discrepancy between his “zone of proximal development” and the required one, he cannot master the program material and immediately falls into the category of lagging students.
In Russian psychology, the theoretical study of the problem of psychological readiness for school is based on the works of L.S. Vygotsky.
School life is entirely subordinated to the acquisition of knowledge and learning. It is much more strictly regulated and proceeds according to its own rules, different from the child’s previous life. In order to successfully adapt to a new life, a child must be sufficiently mature as a person, he must also have a certain level of pedagogical preparation for school. School-immature children, as a rule, are significantly inferior to their peers in both the first and second respects.
It is indicative of this:
a) reluctance to go to school, lack of educational motivation.
The vast majority of children actively strive to go to school. In the eyes of a child, it marks a new stage in his adulthood. The child realizes that he has already become big enough, that he must learn. The children are impatiently waiting for classes to start. Their questions and conversations are increasingly focused on school. They are psychologically preparing for the new role that they must master - the role of a student.
Children with low school readiness do not have all this. The upcoming school life did not enter their consciousness and did not arouse corresponding experiences. They are not looking forward to the upcoming initiation into disciples. They are quite happy with their old life. To the question: “Do you want to go to school?” - they answer: “I don’t know,” and if they give an affirmative answer, then, as it turns out, what attracts them to school is not the content of school life, not the opportunity to learn to read, write, learn new things, but purely external aspects - not to part with their comrades from the children’s group kindergarten, have, like them, a backpack, a briefcase, wear a school uniform and more.
b) lack of organization and responsibility of the child; inability to communicate and behave adequately.
Basic norms of human communication and rules of behavior are learned by children before school. At the same time, most of them develop the prerequisites for such an important social quality of a person as responsibility. There was no timely development of the appropriate qualities and skills in children who were psychologically unprepared for school. Their behavior is characterized by disorganization: they are either overly randomly active or, on the contrary, extremely slow, lacking initiative, and withdrawn. Such children are poorly aware of the specifics of communication situations and therefore often behave inappropriately. In games they break the rules; it is very difficult for them to participate in role-playing games. Such children are irresponsible: they easily forget about assignments and do not worry about the fact that they did not fulfill what they promised.
c) low cognitive activity.
An indispensable prerequisite for the successful inclusion of a child in educational activities is the presence of a so-called cognitive attitude to reality. Most children have developed this attitude by the time they start school. Children are already outgrowing play, the advantage of play interests that actively colored the preschool period of their development. They begin to recognize themselves as part of the larger world in which they live, and actively want to understand this world. They are inquisitive, ask a lot of questions, and are persistent in searching for answers.
Children with a low level of development of cognitive activity are different. Their range of interests, as a rule, is narrowed and does not extend beyond the immediate surroundings. They cannot be called “why-much”. They rarely pick up children's books, magazines, or look at pictures. Their attention is not held by educational programs on radio and television. The internal motivation for knowledge and learning, characteristic of cognitively active children on the eve of school, is noticeably reduced in them.
d) limited horizons.
With normal development, by the time they enter school, children have already absorbed a significant amount of information and acquired a number of skills that allow them to engage in the process of targeted, systematic learning. Arming with knowledge and skills occurs both in the process of special preparatory work in kindergarten, at home, and in involuntary activities not specifically aimed at learning, then the child spontaneously absorbs knowledge from the surrounding life and masters skills. However, the results of such preparatory or spontaneous learning are different for different children. This is due not only to differences in the conditions of upbringing, but also to individual differences in cognitive activity - in the perceiving and processing abilities of the brain of each child.
Whatever the reason for the child’s limited horizons, the mere presence of this fact requires careful attention to it and is a signal for the need for special correctional work.
e) low level of speech development (logical, meaningful, expressive).
The speech of a child, like that of an adult, is one of the specific forms of human consciousness and, at the same time, its visual expression. By the way a child speaks - in free dialogue (answers questions, talks about phenomena and events that excite him), one can get a fairly correct idea of how he thinks, how he perceives and comprehends the environment.
The speech of children with delays in the development of cognitive activity is usually characterized by a poverty of linguistic forms, a limited vocabulary, and the presence of agrammatic phrases.
III. Lack of formation of psychological and psychophysiological prerequisites for educational activities.
Solving the problems of the initial stage of schooling presupposes a certain level of development in children of a number of psychological and psychophysiological functions that are most closely related to educational activities. It is known, however, that about 10% of seven-year-olds and more than 20% of six-year-olds who begin school with normal intelligence do not have sufficient functional readiness for school. In the absence of the necessary corrective influences, this circumstance becomes the reason for the initial lag of children in learning.
A number of indicators are identified that quite clearly reflect the underdevelopment of psychological and psychophysiological school-significant functions. These include:
a) lack of development of intellectual skills.
Mastering school knowledge requires the necessary level of development in children of a number of intellectual skills. Children usually master these skills at the required level in a variety of practical and play activities that fill preschool childhood. They are specially provided for in the kindergarten education program. If, for reasons of an external or internal nature, these skills were not developed, then subsequently - in the conditions of regular training - the educational material is not fully assimilated.
b) weak voluntary activity, underdevelopment of voluntary attention.
The most important prerequisite for the success of educational activity is its arbitrariness - the ability to focus on the task at hand, subordinate one’s actions to it, plan their sequence, not lose the conditions of the task during the activity, choose adequate means of solution, bring the solution to the end, and check the correctness of the result obtained. It is obvious that the lack of development of these skills at the required level will entail problems that will manifest themselves in all types of school activities, when mastering various educational material.
c) insufficient level of development of small muscles of the hand.
The process of mastering writing when teaching literacy and mathematics, just like the process of drawing and performing many crafts provided for in the labor program, require a certain formation of the muscles of the hand and forearm. With insufficient maturity and training of the latter, despite the extraordinary efforts of children, mastering these types of activities becomes a big problem for them.
d) immaturity of spatial orientation, visual perception, hand-eye coordination.
The insufficient level of development of these functions makes it difficult for children to determine the spatial relationships of beech elements, numbers, geometric lines and figures, and complicates orientation in diagrams and visual images. These deviations serve as a natural obstacle to learning to sing, write, master basic mathematical knowledge, and do crafts and drawing.
e) low level of development of phonemic hearing.
Phonemic hearing is the ability to distinguish individual sounds in a speech stream, to isolate sounds from words, from syllables. For productive learning to read and write and to develop spelling skills, students must “recognize” phonemes not only in strong but also in weak positions, distinguish the sound options of a phoneme, and correlate a letter with a phoneme in different positions.
In most children at risk, phonemic hearing is so imperfect that the procedures of independently inventing words for a given sound, isolating a given sound in a word, or counting sounds in words that are clearly pronounced become impossible. This level of “phonemic deafness” becomes an obstacle to the development of reading skills and spelling-correct writing.
1.3. Difficulties of school adaptation.
The concept of “school maladaptation” has begun to be used in recent years to describe various problems and difficulties that arise in children of different ages in connection with studying at school.
This concept is associated with deviations in educational activities, difficulties in studying, conflicts with classmates, and so on.
These deviations may occur in mentally healthy children or in children with various neuropsychic disorders, but are not distributed among children whose learning disabilities are caused by mental retardation, organic disorders, or physical defects.
School maladjustment is the formation of inadequate mechanisms for a child’s adaptation to school in the form of learning and behavioral disorders, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.
When resolving controversial issues about sending a child to a correctional class, the most important, most reliable and convincing criterion is the difficult inclusion in school life in a regular class - difficulties in school adaptation.
Almost no child makes the transition from preschool childhood to systematic schooling smoothly. It is associated with a certain restructuring of physiological and psychophysiological systems and functions of the body. With normal child development, this restructuring is experienced relatively easily. After just five to six weeks, the effect of training appears in children’s physiological functions, and resistance to fatigue increases. The daily and weekly dynamics of performance acquire a relatively stable rhythm, approaching the optimal one. Students are included in a new system of relationships with others and learn the moral standards of school life. However, children whose development is characterized by disharmony (children at risk) already at this stage experience specific difficulties. Over time, such difficulties not only do not disappear, but, on the contrary, become even more aggravated. These difficulties are different for everyone. Let us present here only the most typical of them:
1) inability to get used to the new role of a student, with the requirements and norms of school life, negative attitude towards learning.
Emotional-volitional, personal immaturity, which distinguishes a significant part of children at risk, attracts attention by the inability of such children to rebuild their behavior in accordance with the changed situation, to subordinate it to the new requirements of school life.
Students discover a lack of understanding of their new status - the status of a student, and the responsibilities that this status imposes on them. This misunderstanding also manifests itself in the behavior of children at school - they often violate discipline in class, do not know how to behave during breaks, and it makes their relationships with teachers and classmates conflicting.
2) “intellectual passivity.”
Most children have already formed a cognitive attitude towards reality by the time they enter school. They respond to learning situations that require focused attention and will; they can highlight the learning task itself, distinguish it from a game or practical one,
In the psychology of children with some developmental delays, who make up a certain part of the “risk group” children, such a leap did not occur in a timely manner. They are characterized by “intellectual passivity” - a lack of desire and habit to think and solve problems that are not directly related to a gaming or everyday situation. These children do not perceive the educational task; they can only accept it when it is translated into a practical plan that is close to their life experience. (The question: how much will it be to add 2 to 3 can confuse the student. And the question: how many candies will you have if dad gave 3 and mom gave 2 more - easily gets the correct answer).
Teachers have to spend a lot of effort to make the essence of the educational problem the object of attention for these children, to teach them to see it.
Giving a generalized description of the educational activities of students who exhibit “intellectual passivity,” psychologist L.S. Slavina writes: “They are not used to and do not know how to think; they are characterized by a negative attitude towards mental work and the associated desire to avoid active mental activity. Therefore, in educational activities, if necessary, to solve intellectual problems, they have a desire to use various workarounds (memorization without understanding, guessing, the desire to act according to a model, using hints, and so on).” Unpreparedness to solve cognitive problems, intellectual passivity and the workarounds that appear as a consequence in the acquisition of knowledge are one of the distinctive features of this part of the children at risk, which hinders their successful adaptation to school.
3) difficulties in mastering educational material; reduced learning ability, lag in the pace of activity.
Underdevelopment of school-significant psycho-physiological functions (impaired phonemic hearing, visual perception, spatial orientation, hand-eye coordination, small muscles of the hand), which characterizes a significant part of children at risk, becomes the objective reason for their difficulties in mastering educational material. These children master writing and reading with great effort.
Another reason for difficulties in mastering educational material is the lack of development of the intellectual skills necessary for systematic learning. In particular, something as important as the ability to generalize and differentiate objects and phenomena in the surrounding world in appropriate categories.
The ability to highlight and make the subject of one’s full attention phenomena of reality, knowledge about which must be acquired, L.S. Vygotsky considered it as a prerequisite for the full assimilation of knowledge. At the beginning of their education, normally developed children can already, for example, distinguish between speech, as a practical means of communication, and speech, language, as a special form of reality, subject to special assimilation. It is the formation of such a skill that makes possible the conscious assimilation of initial grammatical concepts: sound, letter, syllable, word, sentence, etc. Children with developmental delays cannot differentiate these two aspects of speech. In the process of mastering the subject of the Russian language, they are delayed at the level of younger children, for whom language, as a system of words-signs and rules for their use, does not yet exist. (They focus their attention primarily on the content that they want to designate and express through speech, but not on the language, which is the means of expressing this content. As research shows, they do not even notice this means, this function of language). For a small child, a word is like a transparent glass, behind which the object denoted by the word directly and directly shines through.
Initial learning of mathematics requires, first of all, mastery of counting. However, “in order to count,” noted F. Engels, “one must have not only objects to be counted, but also already have the ability to be distracted when considering these objects from all their other properties except number. Poor development of this ability, that is, the inability to be distracted from the specific content of phenomena creates significant barriers to the successful acquisition of mathematical knowledge.
A natural consequence of the listed difficulties, along with others mentioned earlier, is a slower pace of educational activity of these children, their reduced susceptibility to learning - reduced learning ability.
4) a progressive increase in fatigue, a sharp decrease in performance, the appearance or exacerbation of symptoms of nervous disorders.
Naturally, children at risk - sick, weakened and immature - are most difficult to tolerate changes in their usual lifestyle associated with the beginning of systematic education. The regime of educational classes and daytime rest does not correspond to the psychophysical capabilities of this contingent of schoolchildren. In conditions of a regime that is rational from the point of view of school hygiene requirements and focused on age standards, they produce unfavorable changes in health.
Parents pay attention to the fact that the child is so tired at school that he does not have enough rest at home to relieve fatigue. Complaints of headaches and sleep disorders appear (“does not fall asleep for a long time,” “sleeps restlessly,” “cries out in his sleep”). The child’s appetite worsens, symptoms of neuropsychic abnormalities arise: tics, involuntary movements of the hands, sniffling or nervous coughing, etc.
Teachers note that these children cannot concentrate during school hours, are distracted, and can only hold their attention for a very short time. They often hear complaints like:
“I’m tired,” “I want to go home.”
Chapter 2 Diagnosis of children at risk in the preschool period
2.1 Methods for studying children at risk in the preschool period.
Psychological and pedagogical diagnosis of children at risk in the preschool period was presented by G.F. Kumarina, developed in the laboratory of correctional pedagogy of the Research Institute of Theory and History of Pedagogy of the Academy of Pedagogics of Russia. The methodology is intended primarily for those employees of preschool institutions and schools - educators, teachers, psychologists who select children for correctional classes. Employees of the laboratory I.I. took part in the development of a set of diagnostic tasks to identify children at risk represented in it. Arginskaya, Yu.N. Vyunkova, N.V. Nechaeva, N.A. Tsirulik, N.Ya. Sensitive.
a) Methods of frontal study of children
Resolving issues related to the study of children entering school is within the competence of the school psychological and pedagogical commission.
At the first stage of the work, the commission’s task is to organize the collection of scientific information about children entering school, to carry out a general orientation in their qualitative composition and to preliminarily identify children with a low level of readiness for school and with predictable learning difficulties.
The most convenient methods of work at this stage are methods of frontal study of children. For this purpose, first of all, the testing method is used, and a number of diagnostic tasks are organized for all children of the preparatory groups, basic for kindergarten schools. The purpose of the tasks is to identify in future first-graders the level of maturity of those most important psychophysiological and psychological functions that are most necessary for inclusion in the school educational process, to identify children with a low level of development of these most important prerequisites for educational activity, and already at this stage to direct the attention of educators to the need for special corrective work with them.
Work on studying children in kindergarten is organized and carried out by one person from the members of the school psychological and pedagogical commission - a school head teacher, psychologist or teacher specially trained for this. The most suitable time for such study is March - May. Testing of kindergarten graduates is carried out during training sessions in a group, in a natural and familiar environment for children. 7 diagnostic tasks serve its purposes. Completion of tasks is organized over several days. It is not recommended to include more than one diagnostic task in the program of one lesson. The most favorable period of time is selected to complete the task. When presenting a diagnostic task to children, the teacher in no way emphasizes its exclusivity. Children complete tasks independently.
Below are diagnostic tasks that are recommended to be used in the process of frontal study of children. Each task is accompanied by a separate description of its purpose and conditions of implementation. Characteristics of typical levels of task completion are also given, which serve as criteria for evaluating the work performed. The level of task completion is indicated on the back of the sheet on which the task is performed, and is also entered into a free table in which the overall test results are recorded (Appendix I).
Task No. 1- drawing from the board and independently continuing the pattern.
Purpose of the task- comprehensive diagnostics of psychophysiological and intellectual functions, the formation of prerequisites for educational activities.
Completing this task allows you to get an idea of the state of development of the child’s abilities and functions that are extremely important for the upcoming educational activities.
First of all, it reveals the development of functions necessary for mastering writing: it shows how the child’s small muscles of the hand and kinesthetic sensitivity are developed; how capable he is of subtle visual analysis; can he retain the visual image perceived from the board and transfer it to the worksheet; Is the achieved level of coordination in the eye-hand system sufficient for this?
Drawing a pattern also reveals, to a certain extent, the mental development of the child - his ability to analyze, compare, generalize (in this case, the relative arrangement and alternation of segments and colors that make up the pattern), to understand patterns (which is revealed when completing the second part of the task - independent continuation pattern).
The level of development of qualities necessary for the student is also revealed, such as the ability to organize attention, subordinate it to completing a task, maintain a set goal, organize one’s actions in accordance with it, and critically evaluate the result obtained.
Work organization. Pattern - sample is made in advance on a board lined in a checkered pattern:
The pattern is made as two-color (for example, red and blue crayons are used). Children are given blank sheets of paper in a large square.
In front of each child is a set of colored pencils (or felt-tip pens) - at least 6.
The work consists of three parts: 1st part - drawing the pattern, 2nd part - independent continuation of the pattern, 3rd part - checking and re-executing the work in order to correct noticed errors.
As the children finish their work, they collect the leaves.
Instructions(words to children): “Guys! Of course, you all drew patterns before and, I hope, love to do it. Now you will have to draw a pattern on your pieces of paper - exactly the same as on the board. Look at the pattern carefully - the arrangement of lines in the cells, their color should be exactly the same as on the board. I emphasize once again that the pattern on your leaves should be exactly the same as on the board. This is the first thing you should do after you redraw the pattern. it yourself until the end of the line. This is the second part of your work. When you finish, check on the board if you did everything correctly. If you see a mistake, you don’t need to correct the whole work, draw a new pattern below. Do you understand the task now? , if something is not clear, then you will work on your own."
Assessment of task completion(the best completed pattern is evaluated).
1st level- the pattern is drawn and continued correctly - photographically accurately. In both cases, a given pattern in the size and arrangement of lines and alternation of colors is observed. The lines of the drawing are clear and even.
2nd level- the pattern is copied and continued in compliance with a given pattern in the arrangement of lines and alternation of colors. However, the drawing does not have the necessary clarity and accuracy: the width, height, and angle of inclination of the segments only approximately correspond to those specified in the sample.
The drawing can be defined as essentially correct, but careless. General sloppiness can occur in the context of poor graphics.
3rd level- when copying, gross distortions of the pattern are allowed, which are repeated when it is continued independently; the given pattern in the arrangement of lines is broken: individual elements of the pattern are missing (for example, one of the horizontal lines connecting the vertices, differences in the height of the vertices are smoothed out or completely leveled out).
4th level- the completed drawing is only very vaguely similar to the sample: the child caught and reflected only two features in it - the alternation of colors and the presence of charcoal lines. All other elements of the pattern configuration are omitted. Sometimes even a line cannot be maintained - it creeps down or up.
Task No. 2- “Drawing beads” (method of I.I. Arginskaya).
Purpose of the task: identify the number of conditions that a child can maintain during the activity when perceiving a listening task.
Organization of the task: the task is performed on separate sheets with a drawing of a curve representing a thread.
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To work, each child must have at least six multi-colored markers or pencils.
The work consists of two parts: part 1 (main) - completing the task (drawing beads), part 2 - checking the work and, if necessary, redrawing the beads.
Instructions for the first part:“Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instructions are repeated twice). Begin paint".
Instructions for the second part of the task:(this part of the test begins after all children have completed the first part). “Now I’ll tell you again which beads you needed to draw, and you check your drawings to see if you did everything correctly. If anyone notices a mistake, make a new drawing below. Listen carefully. (The test condition is repeated again at a slow pace, each condition is highlighted in a voice )".
Assessment of task completion
1st level- the task is completed correctly, all five conditions are taken into account:
the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.
2nd level- when completing the task, 3-4 conditions are taken into account.
3rd level- when completing the task, 2 conditions are taken into account.
4th level- no more than one condition is taken into account when completing the task.
Task No. 3- “Moving into a house” (methodology by I.I. Arginskaya).
Purpose of the task: identify children’s ability to consider a situation from different angles, the ability to switch from one found solution to the search for another.
Work organization: The teacher draws a house on the board in advance (see picture) and prepares three large cards depicting the “tenants of the house”: dots, sticks, checkmarks. Each child is given a piece of paper with a picture of the same house. To work you need a pencil or felt-tip pen (pen).
Work on the task consists of three parts: 1 part - training, 2 - main part, 3 - checking the completed task and, if necessary, correcting errors.
Instructions for Part I:“Children, on your pieces of paper there is a picture of a house. It has six floors. Each floor has three rooms. In this house, the following residents live on each floor:
dot (shows card), stick (shows card) and tick (shows card). On all floors, these residents live in different orders. On the top floor, in the first room on the left, there lives a dot (draws a dot in the window on the board), in the middle room lives a stick (draws a stick). Tell me who lives in the last room." (Children name a tick and the teacher draws it in the window). "Now draw with a pencil on your piece of paper which room who lives on the sixth floor." (Children draw, the teacher checks if they are correct perform a drawing, helps those who are experiencing difficulties).
“Now we will populate the fifth floor with residents. In the first room on the left on the fifth floor there is also a dot. Think about how you need to house the stick and the tick so that they do not live in the same order as on the sixth floor?” (Children prompt: “In the middle room there is a tick, in the last room there is a stick”). The placement of the “tenants” is drawn on the board and on pieces of paper.
Instructions for main part 2:“Together we learned how residents live on two floors. There are four more floors left. You will inhabit them yourself. Listen carefully to what needs to be done: place one dot, one stick and one tick on each of the remaining floors so that on all floors they lived in different orders. Don’t forget that there should be different orders on all six floors.” (If necessary, the instruction is repeated twice).
Evaluation of the main part of the task(only the “occupancy” of the four lower floors is taken into account):
1st level- the task was completed correctly: four different accommodation options were found that did not repeat the “occupancy” of the 5th and 6th floors.
2nd level- 3-2 different placement options out of four possible were found.
3rd level- one placement option out of four possible was found.
4th level- no independent solutions were found: the solutions of the training stage were repeated or the work was not completed (the floors remained uninhabited).
Task No. 4- “Coloring figures” (N.Ya. Chutko’s method).
From a set of triangles (4 - isosceles, 3 - equilateral, 3 - rectangular), depicted upright and inverted, in upright and mirror positions, the same ones are highlighted and painted in different colors.
Purpose of the task- identify how children classify visual material according to independently found basis.
Work organization- frontal work, requires preliminary preparation of sheets of paper for each child with the image of the corresponding row of figures, in the upper right corner of the sheets - the child’s last name and first name. Everyone should have their own set of colored pencils (or markers).
Instructions(teacher’s words to the class): “This task is similar to those that you have done many times, drawing and coloring different figures. Now look carefully at these figures and find the same ones among them. Identical figures need to be painted over with the same color. How many different groups of identical figures can you find? , everyone will need as many different colored pencils (or markers). Everyone chooses the pencils for coloring the figures. I repeat again (Is everything clear?)
Assessment of task completion:
1st level- classification is done correctly. Three groups of different figures are identified (4 isosceles triangles, 3 equilateral and 3 rectangular).
2nd level- one error (failure to distinguish identical figures in upright and inverted positions or failure to distinguish identical figures in upright and mirror positions).
3rd level- two errors (failure to distinguish identical figures in upright and inverted positions and failure to distinguish between figures in upright and mirror positions).
4th level- three errors (failure to distinguish identical figures in a straight and inverted position, in a straight and mirror position, as well as failure to distinguish different figures); senseless, chaotic coloring of figures.
Task No. 5- Drawing up diagrams of words under dictation (methodology by N.V. Nechaeva).
MIND, JUICE, PAWS, PINE, STAR
Purpose of the task- to identify the readiness of psychophysiological functions that ensure the perception of speech by ear, the level of development of phonemic analysis, as well as the ability to translate the sound code into another sign system, in this case - into circles (recoding).
Work organization- “The dictation is performed on a squared piece of paper the size of a third of a notebook sheet. It should contain the child’s last name and five lines of words:
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It is advisable that children become familiar with this type of task in advance, but with a different set of words. The methodology for conducting such classes is outlined below in the instructions. A mandatory requirement when selecting words for training “dictations” is that the number of sounds matches the number of letters. However, even if children have experience writing words under dictation in circles, it does not change the order of the task. In any case, you should act strictly according to the instructions.
Instructions:“Children, despite the fact that you do not know how to write yet, you will now write down several words, but not in letters, but in circles: how many letters are in the word, so many circles you will draw.” Next, the sample is analyzed: “Slowly say the word “cancer” in chorus, and under your dictation I will write this word in circles: cancer -000. How many circles did you get? - Three. Let’s check what was written, “read” the circles: 000 - cancer. Everything is correct.” If necessary, the analysis of the example is repeated. The sample is not drawn on the piece of paper.
Dictation assessment. If the task is completed correctly, the following entry is obtained:
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1st level- all diagrams are executed correctly.
2nd level- 3-4 diagrams are completed correctly.
3rd level- 1-2 diagrams are completed correctly.
4th level- all diagrams are executed incorrectly.
Task No. 6- “Reading word patterns” (methodology by N.V. Nechaeva).
Purpose of the task: identify the readiness of the psychological and psycho-physiological functions that ensure reading - the ability to carry out sound synthesis and correlate the written course with the sound one (recoding, but the opposite of what a child does during dictation).
Work organization. Each child receives a sheet with drawings of animals and diagrams of words drawn right there, corresponding to the names of these animals, but arranged not in order, but separately. Children must use a connecting line to establish a correspondence between the name of the animal and its diagram. The work is done with a simple pencil. Sheets with drawings can be reused if erasing the line does not leave a pencil mark.
As in task No. 5, in this case experience in performing similar tasks is desirable. The requirements for selecting words (names of animals or other objects) for training exercises are the same as in task No. 5: you cannot use the pictures that are given in the diagnostic task; Only those names of animals and other objects are possible in which the number of sounds coincides with the number of letters, excluding words with the letter y; names with unstressed vowels and deafening of consonants are possible.
Instructions:“Children, today you will try to “read” words written not in letters, but in circles.” Next, the sample is disassembled. To do this, two diagrams are drawn on the board.
A picture depicting, for example, a wolf is attached next to the first diagram, and a catfish is attached next to the second diagram. “Who is drawn in this picture? - A wolf. “Which set of circles matches this word? We “read” the first diagram together: 000 v-o-l-k. This diagram is not suitable; there are fewer circles here than needed. We “read” the second scheme: 0000 - v-o-l-k. She comes up. Let’s connect these circles and the picture with a line.”
The “reading” of the word “som” is understood in the same way.
“Now you will do the same on your pieces of paper: pick up a simple pencil, quietly say the name of the animal you drew, find which set of circles corresponds to this name, and connect the diagram and the picture with a line. Don't be embarrassed if the lines intersect like they did in our sample.
So, you will connect each picture with a line to the corresponding circles.”
Assessing “reading” word patterns:
1st level- all connections are defined correctly.
2nd level- 3-4 connections are identified correctly.
3rd level- 1-2 connections are identified correctly.
4th level- all connections are defined incorrectly.
Drawing for task No. 6
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Task No. 7.- “Marking” (method by N.K. Indik, G.F. Kumarina, N.A. Tsirulik).
Purpose of the task: diagnostics of features of visual analysis, planning and control skills in practical activities.
Work organization. Sheets of white paper measuring 12x16 (cm), thin cardboard templates (rectangle 6x4 cm), pencils or colored felt-tip pens for each child must be prepared in advance.
The work consists of two parts: 1st part, the main one - completing the task (marking the sheet), 2nd part - checking the task and, if necessary, doing it again.
Instructions for the first part:“Guys, imagine that we need to decorate a room with flags of this shape (shows a rectangle). Today we will practice how to mark such flags. In front of you is a piece of paper, you need to make sure that you get as many flags from it as possible. Therefore Before you trace the rectangles, think about how you will do it. Get started.
Instructions for the second part of the task(this part of the task begins after the children have completed the first part). “Now each of you will carefully look at your markup and evaluate it yourself: did he do it as required. I repeat that it was necessary to place as many flags on the piece of paper as possible. When marking, we must be economical. If you see that you can could have been done better, placed more flags, do the work again on the back of the sheet.
Markup level assessment(for assessment, the teacher chooses the best of two possible options):
1st level- rectangles are placed on the sheet rationally: they are outlined starting from the edge of the sheet, closely adjacent to each other. The maximum number of them fit on the sheet - 8.
2nd level- there is an attempt to fit as many rectangles as possible. However, due to the fact that their outline begins with some deviations from the edge of the sheet (top or side), or gaps are left between individual rectangles, the sides of a number of figures placed on the sheet are cut off.
3rd level- the placement of rectangles on a sheet is far from rational, despite the fact that there is a desire to observe a certain system in their relative arrangement. In total, no more than 4 figures are circled.
4th level- rectangles are placed on a plane without any system, chaotically. No more than 3 figures are circled.
The results of the frontal study of children in preschool groups are reflected, as already mentioned, in the summary table. The overall assessment of the results of children completing all diagnostic tasks is expressed through the average score. Children who score the highest average score need correctional work and require special attention from teachers. These children are also singled out for subsequent individual study. In the column of the “Conclusion” table, opposite the names of these children, a note is made “recommended for individual study.”
b) Methods for individual study of children
In the individual study of children at the preschool stage, a large role is given to persons who directly communicate with them - parents, educators. The task of the school teacher responsible for this stage of studying children is to organize the observations of parents and educators, to direct their attention to those aspects of the development of future first-graders that characterize their school maturity. Materials specially prepared for this purpose and previously replicated by the school will help him in solving this problem: “Questionnaire for parents of future first-graders” (Appendix No. 2), “Recommendations for studying children for kindergarten teachers” (Appendix No. 3), “Pedagogical characteristics diagram kindergarten graduate" (Appendix No. 4).
An important place in the individual study of a child is given to the teacher’s direct communication with him. Such communication is organized in the form of an individual interview with the child, which also includes diagnostic tasks. In this case, the goal is to establish the depth and degree of the child’s developmental delay, his receptivity to help, and his potential learning ability.
The child is invited together with his parents for an individual interview. It is necessary to organize the business in such a way that parents bring their crafts with them: drawings, embroidery, models assembled from construction sets, plasticine figures and any other products. This will significantly enrich the impression of the child and his readiness for school.
In cases where parents did not fill out the questionnaire at the previous stage of studying their children, they are now invited to answer its questions orally. Parents may be present during subsequent work with the child, but if this presence becomes a hindrance, they are asked to wait for the end of the examination in another room.
The program of individual study of the child includes a conversation, as well as the completion of a number of diagnostic tasks. The majority of future first-graders are studied in kindergartens. But in cases where the child did not attend kindergarten and was out of sight of the school psychological and pedagogical commission, the diagnosis is carried out when registering him for school. The diagnostic program is built by members of the school psychological and pedagogical commission in this case, taking into account the individuality of the child, using methods intended for both frontal and individual examination.
Conversation with a child acquaintance with him should take place naturally, at ease, not formally, and in no way resemble an exam.
The conversation, first of all, should help the teacher establish individual contact with the child. Her tasks also include understanding whether the child has a psychological attitude toward school and a desire to learn; it should help to identify his horizons, his ability to navigate in time and space, to reveal his mastery of linguistic means and coherent speech skills.
"Questions that can be asked during the conversation: what is your name? How old are you? What address do you live at? What is the name of our city, the country where we live? What other cities, countries do you know? Who does the family consist of? Are there any brothers , sisters, are they younger or older? Where and who does mom and dad work? What is your favorite holiday, why do we all celebrate it? What is your favorite story? Do you like programs about animals? What animals do you know about them? Do you want to go to school? Do you prepare for school? What would you like to learn? school?
Depending on the situation, other questions may be asked, and their set may be reduced.
During the conversation, the state of the child’s pedagogical preparation for school is also revealed - knowledge of letters, ability to read, understanding of the composition of numbers, the shape of objects, and size.
Then the child is offered diagnostic tasks to complete one after another. At first, the child completes the proposed tasks independently, but if he cannot cope with them, he is given the necessary help. This organization of children's activities pursues two goals simultaneously. One of them is to help the child cope with the task and ensure its successful completion. The second is to identify how sensitive the child is to help, whether he accepts and assimilates it, and whether, under the influence of the help provided, he can find mistakes made in independent work and correct them. A child’s responsiveness to help and ability to assimilate it is a prognostically significant indicator of his potential learning capabilities and his ability to learn.
Providing assistance to a child occurs according to the principle - from minimal to maximum. In accordance with this principle, the following three types of assistance are consistently included: stimulating, guiding and training. Behind each of them there is a different degree and quality of teacher intervention in the child’s work.
Stimulating assistance. The need for such help arises when the child does not engage in work after receiving a task or when the work is completed but done incorrectly. In the first case, the teacher helps the child organize himself, mobilize his attention, focus on solving the problem, encouraging him, calming him down, instilling confidence in his ability to cope with it. The teacher asks the child whether he understood the task, and if it turns out that he does not, he explains it again. In the second case, it indicates the presence of an error in the work and the need to check the proposed solution.
Guiding help. This type of assistance should be provided for cases where the child has difficulties in determining means, methods of activity, in planning - in determining the first step and subsequent actions. These difficulties can be discovered either in the process of the child’s work (in this case, he expresses his difficulties to the teacher: “I don’t know how to start, what to do next”), or they are revealed after the work is completed, but done incorrectly. In both cases, the teacher directly or indirectly guides the child on the right path, helps him take the first step towards a decision, and outlines a plan of action.
Educational assistance. The need to provide training assistance arises in cases where its other types are insufficient, when it is necessary to directly indicate or show what and how to do in order to solve the proposed problem or correct an error made during the solution. Under these conditions, the degree of assimilation of assistance, which serves as the main criterion for differentiating children at risk from children with defectological forms of mental retardation, acquires particular diagnostic importance.
Below we present a set of diagnostic tasks used in the process of individual study of children.
Task No. 1.- “Making an application” (method by N.A. Tsirulik)
Purpose of the task: diagnostics of children’s ability to analyze the conditions of a presented task, in this case of a practical nature: plan the course of its solution, choose adequate actions, critically evaluate the result obtained.
Work organization. The student is given a white sheet of paper with an image of the outline of a boat with a sail and colored geometric figures (4 squares - 2 cm x 2 cm, 4 right isosceles triangles with a leg of 2 cm, all the same color).
The work consists of two parts: part 1 - completing the task, part 2 - the student’s assessment of the completed task and, if necessary, redoing the work - making a new application.
Instructions for part 1 of the work:"In front of you is the outline of some object. What do you think it is?" Child: "Boat." We need to color this boat, but not with a pencil, but with the help of these (shows) geometric shapes. The figures must be placed inside the boat so that they do not extend beyond the image."
Instructions for part 2 of the work:"Look carefully at your boat. Do you like it? Did it turn out beautiful? Did you do everything right?" If the student himself does not notice the mistakes made (the figures are not adjacent to each other, they go beyond the contours), the teacher points them out. He asks if he wants to make a new boat, better? If the answer is negative, the teacher does not insist on it.
Evaluation of application implementation. The assessment takes into account:
a) the way the child completes the task (the task is performed on the basis of initial thinking, planning the placement of geometric shapes, or without planning, by trial and error);
b) rational placement of figures;
c) criticality in assessing the completed task;
d) desire, readiness to correct mistakes made independently;
e) the pace of activity when performing a task.
1st level- the figures are laid out correctly and quickly (the student instantly analyzed the task and began completing it).
2nd level- the outline is filled out correctly, but the student worked through trial and error, so he spent more time; I corrected myself in the process of work.
3rd level- only part of the outline is filled in correctly, some figures go beyond its outline: when assessing the work, he does not notice errors, but when the teacher pays attention to them, he is ready to correct them.
Level 4- the outline is filled chaotically, most geometric shapes go beyond its outline, errors are not noticed, and there is no desire to do better when pointing them out.
Task No. 2.- Continuation of the ornament.
Purpose of the task- to establish the child’s ability to analyze and synthesize visually perceived and individually presented information, to recognize patterns, to retain a learning task and its conditions in the process of activity, and to be receptive to help.
Work organization. For work, ornament options are prepared in advance on separate cards.
The sample ornament is made with colored felt-tip pens (in the picture shown, the color of a specific figure is indicated by letters); for ease of use, the card on which the ornament is drawn is pasted onto a rectangular envelope. A sheet of paper on which the task is completed is inserted into the envelope for each new student.
Options for the task are presented sequentially - from the first, most difficult, to the third, simplest. If the child copes with the first option, there is no need to present the following options. The second and then the third version of the task are presented only in cases where the child cannot cope with the previous one. The second and third options, already in their very content, have successively increasing elements of helping the child (either making subtle differences in the size of the figures brighter, more striking - Option 2 of the ornament, or removing them altogether).
Instructions:“Look carefully at the ornament and continue with it.”
Assessment of task completion: When assessing, only the correct reproduction of the sequential differences between the figures that make up the ornament (differences in size, shape, color of the figures) specified in the sample is taken into account.
1st level- option 1 of the task is completed correctly.
2nd level- option 2 of the task is completed correctly.
3rd level- the child was able to correctly complete only the third version of the task.
4th level- The child could not even complete the third version of the task correctly.
Task No. 3.- Classification analysis of the plot picture (methodology of Yu.N. Vyunkova).
Purpose of the task: determine the level of development of the child’s analytical and synthetic abilities, his ability to analyze, generalize, classify visually perceived information: find common and distinctive features of depicted objects, understand the basis for differences, classify these objects based on essential features.
Work organization. The task uses any plot picture. This could be an urban or rural landscape, features of people’s life activities, etc. It is important that the picture contains a lot of different objects (for example, houses, people, animals, equipment, vegetation, etc.).
The task consists of two parts: the first part is training, an introduction to the experimental situation; the second is completing the task. In case of difficulties, the child is provided with help.
In the first part - the educational one - the child learns to classify real objects known to him. At the same time, the teacher leads him to understand that similar objects can be called one general word. Several exercises are performed involving a number of generalizing concepts, for example, such as “furniture”, “educational things”, “dishes”. You can proceed to the second part of the task if the teacher is convinced that the child understands what is required of him.
Instructions for the second, main part of the task:“Look at the picture carefully and name the objects that can be combined into one group. Give a general name to this group of objects, as we did now.”
Classification Analysis Evaluation:
1st level- children easily identify individual objects based on their common, essential features and give this group a generalized name: “plants”, “transport”, “people”, “pets”, etc.
2nd level- children identify objects in a group correctly, however, the generalized concept is mainly given by them on a functional basis: “what they wear,” “what they eat,” “what moves,” or the child finds it difficult to give a general name to the group. The help provided is easy to respond to.
Level 3- different objects are combined by children according to situational characteristics (people are combined with the house - “they live here”, animals are combined with vegetation - “they love it”), guiding, teaching help is perceived with difficulty.
4th level- when classifying, children combine different objects according to an unimportant characteristic (color, size) or name individual objects without any grouping.
Task No. 4.- Repetition by the child of the clap rhythm (methodological instrumentation by N.V. Nechaeva).
Purpose of the task: identify the level of sound differentiation on non-verbal material, the ability to establish temporary relationships in a given group of sounds.
Work organization: 3 rhythms are offered in succession, consisting of 5 claps in any combination. The child repeats the rhythm after each clapping by the experimenter.
Instructions:“I’ll clap the rhythm now, and you repeat it after me in the same way.”
Rhythm repetition assessment.
Level 1- repeated all three rhythms exactly;
2 level- repeated exactly 2 rhythms;
Level 3- repeated one rhythm correctly; did not repeat a single rhythm.
Level 4- didn’t repeat a single rhythm correctly.
Task No. 5.- Sequential naming (“reading”) of colored circles (methodological instrumentation of N.V. Nechaeva’s technique).
Purpose of the task: identify readiness to learn to read (the ability of the eye to follow an ordered series of signs and the child’s ability to name this series without errors).
Work organization. A card is being prepared for work. On one side of it there are 4 lines of colored circles, 10 circles in each line.
On the other side of the card is one row of colored circles (sample):
The task consists of two parts: 1 - training, 2 - main task.
Instructions. First, the sample is analyzed: “Look, colored circles are drawn here.” Name them in a row by color: Red, green, green, brown. Name them yourself further. Child: “Yellow, circle.” Teacher: “No, you just name the color. There is no need to say the word “circle.” Once the method of naming circles has been mastered and it has been found out that the child knows the names of the colors offered to him, you can proceed to the main task: “Now also name all the colored circles drawn on this piece of paper, name them row by line." The teacher shows with his hand the direction of "reading" - from left to right, from the first line to the fourth.
Assessing the correctness of “reading” colored circles:
Level 1 - “read” without errors:
Level 2 - “read” with 1 error;
Level 3-4 - more than one mistake was made.
Levels 3 and 4 of the task indicate possible potential difficulties for the child in mastering the skill of reading.
Knowledge No. 6.- Organizing.
Purpose of the task: to identify the level of children’s initial mathematical concepts: about counting objects and the relationship between numbers, the formation of the idea of orderliness.
Work organization. Cardboard circles with a diameter of 5 cm with dots are prepared in advance.
The circles are arranged randomly in front of the child.
Instructions:“Look carefully at these circles. In some circles there are few dots, in others there are many. Now the circles are located in disorder. Think and arrange these circles in a row in order. When you look for this or that order, do not forget that there are dots in the circles. "
Assessing a sequencing task.
1st level- the task was completed completely correctly; the order is correct.
2nd level- 1-2 mistakes were made in the sequence of circles.
3rd level- 3-4 mistakes were made in the arrangement of the circles.
4th level- more than 5 mistakes were made.
Task No. 7.- Identification of the formation of initial geometric ideas about the composition of a number (methodology of I.I. Arginskaya).
Work organization. Any 7 objects or their images are displayed so that they are clearly visible (the objects can be either the same or different). To complete the task, children need a piece of paper and a pencil. The task consists of several parts. They are offered sequentially.
Instructions: a) “Draw as many circles on the pieces of paper as there are objects on the board:
b) draw one more squares than circles;
c) draw 2 fewer triangles than circles;
d) draw a line around 6 squares;
e) fill in the fifth circle.
Assessment of the level of initial mathematical concepts:
(the quality of performance of all subtasks taken together is assessed)
1st level- the task was completed completely correctly.
2nd level- 1-2 mistakes were made.
3rd level- 3-4 mistakes were made.
4th level- more than 5 mistakes were made while completing the task.
In cases where a child shows very low results during an individual interview and completing the proposed tasks, there is a need to obtain additional information about his readiness for school, learning ability, and his potential educational capabilities.
It is advisable to hold another meeting with the child for this purpose - at a different time, in order to remove possible doubts that the low results were an accident and were due to the child’s poor health and mood.
Task No. 8.- Description of the picture with absurd situations “Ridiculous”. Tasks of this kind are often published in children's magazines. Appendix No. 5 provides a possible example of such a picture. (The task was developed by S.D. Zabramna, (1971). Its methodological instrumentation was proposed by G.F. Kumarina)
Purpose of the task- identification of children with severe impairments in cognitive activity.
Work organization- a picture is prepared in advance for work.
Instructions: The student is asked to carefully look at the picture. After 30 sec. The teacher asks “Have you considered it?” If the answer is negative or uncertain, give more time. If affirmative, he offers to tell what is drawn in the picture. In case of difficulty, the child is provided with assistance:
1) stimulating. The teacher helps the student begin to answer and overcome possible uncertainty. He encourages the child, shows his positive attitude towards his statements, asks questions that encourage him to answer (“Did you like the picture?” “What did you like?” “Okay, well done, you think correctly”);
2) guide. If stimulating questions are not enough to provoke the child’s activity, direct questions are asked:
“Is this a funny picture?”, “What’s funny about it?”
3) educational. Together with the child, some fragment of the picture is examined and its absurdity is revealed: “Look what is drawn here,” “Could this happen in life?” Don't you think there's something mixed up here?" "Is there anything unusual here?"
Assessment of task completion:
The assessment takes into account:
a) inclusion of the child in work, concentration, attitude towards it, independence;
b) understanding and assessing the situation as a whole;
c) systematic description of the picture;
d) the nature of verbal statements.
1st level- the child immediately gets involved in work. Correctly and generally assesses the situation as a whole: “Everything is mixed up here,” “Some kind of confusion.” Proves the generalization made by analyzing specific fragments; fragments are analyzed in a certain order (top to bottom or left to right). He is focused and independent in his work. The statements are capacious and meaningful.
2nd level- the situation is assessed correctly, but the level of organization and independence in work is insufficient. Needs stimulating assistance while completing the task. When describing a picture, fragments are isolated chaotically and randomly. What the eye fell on is described. The child often finds it difficult to find the right words.
3rd level- the child himself cannot assess the situation correctly and generally. His gaze wanders over the picture for a long time. In order for the student to begin to answer, the teacher’s guiding participation is required. The method of analysis learned with its help is used in the description and evaluation of other fragments, but the work proceeds very sluggishly. The child’s activity has to be constantly stimulated, words drawn out.
4th level- the child cannot give a correct assessment of the situation. Stimulating, guiding help is not “taken”. The sample of analysis given by the teacher is not assimilated, cannot be transferred to a new situation, or applied when analyzing other fragments.
Children who, having completed tasks No. 1-No. 7 at a low level, showed level 3-4 when completing task No. 8, should alert the teacher.
In conclusion, we consider it necessary to once again draw attention to the importance and necessity of creating a welcoming and friendly atmosphere by members of the school psychological and pedagogical commission, in the process of individual study of the child. It must be remembered that studying a child is not an exam, not an audit of the successes of the preschool stage of children's development, but the beginning of the formative work of the school. The reaction of the teacher working with the child, with all the options for his answers, should be positive. The teacher is obliged, using different types of assistance, to ensure that everyone completes tasks, naturally, at different levels. It is important that the child leaves the interview with the feeling that he has successfully completed all the tasks and that the conversation with him brought joy and pleasure to the teacher.
Data obtained during an individual study of the child: observations of his behavior, the results of the conversation and the completion of all diagnostic tasks are reflected in the individual examination protocol (Appendix No. 6). The content of the conversation with the parents of the future first-grader is also reflected here. Thus, even before the start of the school year, the school psychological and pedagogical commission receives material prepared according to a specific program, which allows it to make a fairly objective assessment of the school maturity of future first-graders.
Let us list once again its components: the results of studying kindergarten graduates using frontal, diagnostic methods; data on the development and characteristics of children obtained from parents as a result of their questionnaires and conversations with them; characteristics of children prepared by teachers of basic kindergartens; materials from an individual examination of children who, based on the results of the first stage of the study, showed an insufficient level of school maturity and were conditionally classified as a risk group.
Members of the school commission, which pre-selects children for correctional classes, in addition to all the materials listed above for the child, also need to carefully analyze the results of his pre-school medical examination, which are reflected in medical form No. 26. On the eve of school, all future first-graders are examined by medical specialists: an ophthalmologist , otolaryngologist, dermatologist, dentist, surgeon, pediatrician, neurologist, neuropsychiatrist. Their conclusion about the state of health of children, about existing deviations in the systems and functions of the body is reflected in the specified form. Only children whose health status does not show any serious abnormalities are sent to study at a secondary school. The special attention of members of the school commission should be drawn to the data recorded in Form No. 26 on minor health problems that are not a contraindication for studying in a comprehensive school. These include, first of all, indications of possible chronic diseases of internal organs (liver, kidneys, lungs), mild defects of vision, hearing, disturbances in the structure and functions of ENT organs (polyps, tonsillitis), and the musculoskeletal system (impaired posture, flat feet) , enlarged thyroid gland, obesity, etc. The neuropsychiatrist’s note deserves special attention. Borderline disorders of the psychoneurological sphere are difficult to diagnose by specialists during a one-time examination, but at the same time, the conclusion of a psychoneurologist sometimes contains indications of asthenoneurotic or asthenovegetative syndrome, vegetative-vascular dystonia, psychophysical infantilism, and psychosocial neglect. Diagnoses are also possible: mental or mental retardation. In this case, a recommendation usually follows - trial training at a public school.
An important document that, along with Form No. 26, should be the subject of analysis by members of the school commission is the child’s medical record. It may also contain additional information about potentially endangered children. When analyzing a medical record, you should pay attention to records recording possible deviations in the course of pregnancy and childbirth of the child’s mother (intoxication, physical or mental injuries, premature birth, forceps, and so on). Indications of illnesses suffered by the child in preschool childhood, especially in infancy, should not be ignored.
Taking into account all the data received, the school commission sends children to correctional classes from the first of September, the conclusion about the low level of school maturity of which is made on the basis of a coincidence of independent but unambiguous assessments of kindergarten teachers, parents, and teachers. Children who do not have such unanimity in assessing their level of readiness for schooling are enrolled in regular classes for subsequent observation and testing of their educational capabilities in real educational activities.
The conclusion of the school psychological and pedagogical commission about the level of school maturity of the future first-grader and the recommended conditions for his school education is recorded in the final column “Conclusion” of the protocol for the individual study of the child.
2.2 Analysis of the results of the diagnostic study.
The results of the group survey are shown in Table No. 1.
| No. | Last name Child's first name | Wed. point. | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |||
| 1 | Arslanova Angela | 2 | 2 | 1 | 1 | 3 | 2 | 2 | 1,9 |
| 2 | Artemova Olesya | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1,1 |
| 3 | Alimov Ramiz | 3 | 2 | 2 | 3 | 2 | 2 | 1 | 2,1 |
| 4 | Bagautdinov Ilgiz | 2 | 1 | 3 | 2 | 1 | 2 | 1 | 1,7 |
| 5 | Basyrova Elina | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2,3 |
| 6 | Grigoriev Egor | 2 | 2 | 3 | 2 | 3 | 1 | 2 | 2,1 |
| 7 | Gubaidullin Emil | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1,3 |
| 8 | Gadzhiev Bakir | 2 | 2 | 3 | 1 | 2 | 2 | 1 | 1,9 |
| 9 | Vorontsova Katya | 3 | 3 | 2 | 2 | 2 | 2 | 1 | 2,1 |
| 10 | Griban Pavel | 2 | 2 | 3 | 3 | 2 | 2 | 1 | 2,1 |
| 11 | Danilov Sasha | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2,7 |
| 12 | Dementyev Dima | 2 | 2 | 3 | 2 | 2 | 2 | 1 | 2,0 |
| 13 | Zhirnyakova Anya | 2 | 2 | 3 | 1 | 2 | 2 | 1 | 1,9 |
| 14 | Istomin Vladik | 2 | 2 | 3 | 3 | 2 | 2 | 1 | 2,1 |
| 15 | Ishmuratova Regina | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 1,3 |
| 16 | Ilyasova Fayagul | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 1,7 |
| 17 | Cousin Masha | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 1,7 |
| 18 | Yulia Korobova | 2 | 1 | 2 | 3 | 2 | 2 | 2 | 2,0 |
| 19 | Kinyabulatova Luzia | 2 | 1 | 1 | 1 | 2 | 1 | 1 | 1,3 |
| 20 | Mananova Natasha | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 2,3 |
| 21 | Mityakin Roman | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 1,3 |
| 22 | Magadiev Volodya | 1 | 1 | 1 | 3 | 2 | 1 | 2 | 1,6 |
| 23 | Prozorova Kira | 1 | 2 | 3 | 2 | 3 | 2 | 2 | 2,1 |
| 24 | Ruzanova Lena | 2 | 3 | 3 | 2 | 1 | 2 | 2 | 2,1 |
| 25 | Sadykov Damir | 4 | 3 | 3 | 3 | 3 | 2 | 2 | 2,9 |
| 26 | Solovyova Alina | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1,7 |
| 27 | Sultangalina Vika | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2,3 |
| 28 | Tiunov Zhenya | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 2,7 |
| 29 | Urazbakhtina Adel | 2 | 2 | 2 | 2 | 2 | 3 | 1 | 2,0 |
| 30 | Kuznetsov Pavel | 4 | 3 | 3 | 3 | 3 | 2 | 2 | 2,9 |
| 31 | Khamzin Ainur | 4 | 3 | 3 | 3 | 3 | 3 | 2 | 3,0 |
| 32 | Yudin Sasha | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 1,7 |
Based on the results of diagnostic tasks
Level 1 children –5
Level 2 children –22
Level 3 children –5
No children of level 4 were identified.
Based on the data from the group study, schedules were drawn up for each child at risk.
Based on the results of the group study, a histogram was compiled.
Individual work was carried out with children who scored the highest.
Table 2.
| No. | Last name Child's first name | Results of diagnostic tasks | Wed. point | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |||
| 1 | Khamzin Ainur | 3 | 3 | 2 | 1 | 2 | 3 | 3 | 2,4 | 2 |
| 2 | Kuznetsov Pavel | 4 | 2 | 2 | 2 | 1 | 3 | 3 | 2,4 | 2 |
| 3 | Tiunov Zhenya | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 2,6 | 2 |
| 4 | Sadykov Damir | 4 | 3 | 2 | 2 | 1 | 3 | 3 | 2,6 | 2 |
| 5 | Danilov Sasha | 4 | 3 | 1 | 2 | 1 | 3 | 3 | 2,4 | 2 |
Task No. 1 - “Making an application” (methodology by N.A. Tsirulik)
2 children completed the level 3 task, 3 children completed the level 4 task.
Task No. 2 - “Continuation of the ornament”
2 children completed the level 2 task, 3 children completed the level 3 task.
Task No. 3 - “Classification analysis of a plot picture”
Task No. 4 - “Repetition by a child of a clap rhythm” (methodological instrumentation by N.V. Nechaeva)
1 child completed the 1st level task, 4 children completed the 2nd level task.
Task No. 5 - “Sequential naming (“reading”) of colored circles” (methodological instrumentation of N.V. Nechaeva’s technique)
3 children completed the level 1 task, 1 child completed the level 3 task.
Task No. 6 - "Ordering"
Task No. 7 - “Identification of the formation of initial geometric ideas about the composition of a number” (Methodology of I.I. Arinskaya)
5 children completed the level 3 task.
Task No. 8 - “Description of a picture with ridiculous situations”
5 children completed the level 2 task.
Based on the data from the individual study, charts were drawn up for each child at risk:
If we compare frontal and individual diagnostics of the same children, it turns out that when completing tasks individually, the results are slightly higher.
Let's do mathematical processing of the data using the Mann–Whitney criterion:
Let's pretend that:
H 0 - the level of task completion during frontal diagnostics is not lower than during individual diagnostics.
H 1 - the level of task completion with frontal diagnostics is lower than with individual diagnostics.
Examination:
| Group 1: Frontal studies. | Group 2: Individual studies. | |||
| № | Index | Rank | Index | Rank |
| 1 | 2,4 | 2 | ||
| 2 | 2,4 | 2 | ||
| 3 | 2,4 | 2 | ||
| 4 | 2,5 | 4,5 | ||
| 5 | 2,5 | 4,5 | ||
| 6 | 2,7 | 6,5 | ||
| 7 | 2,7 | 6,5 | ||
| 8 | 2,9 | 8,5 | ||
| 9 | 2,9 | 8,5 | ||
| 10 | 3 | 10 | ||
| amounts | 14,2 | 40 | 12,2 | 15 |
| average | 0,36 | 0,8 | ||
Answer: N 1. The level of task completion during frontal diagnostics is lower than during individual diagnostics.
2.3 Corrective program of pedagogical assistance to children at risk.
Since the study was conducted in October 2002, by organizing a series of correctional classes with children at risk, their results can be somewhat improved. Tasks should be aimed at developing attention, memory, thinking, imagination, speech, fine motor skills and hand coordination, as well as developing mathematical concepts, increasing the child’s knowledge of the world around him and the breadth of the preschooler’s general erudition.
ATTENTION
Schooling places high demands on the child's attention. He must not only concentrate on the teacher’s explanations and complete assignments, but also maintain his attention throughout the entire lesson, and that’s a lot! The baby should also not be distracted by extraneous matters - and sometimes you really want to talk to a neighbor or draw with a new felt-tip pen!
Good attention is the most important condition for successful schooling.
1. What is drawn here?
Count and name all the objects in the picture.
2. Look at the sample and place the icons in the empty cells in accordance with the numbers.
| 3 | 8 | 1 | 7 | 4 | 5 | 2 | 6 | 4 | 1 | 9 | 5 | 2 | 7 | 8 | 1 |
| 2 | 4 | 5 | 3 | 8 | 9 | 1 | 5 | 8 | 4 | 6 | 7 | 3 | 1 | 4 | 2 |
| 1 | 7 | 3 | 5 | 9 | 4 | 6 | 1 | 8 | 7 | 3 | 5 | 1 | 4 | 9 | 8 |
MEMORY
Your child's success in school largely depends on his memory.
Young children remember a lot of different information. Let your child read the poem several times, and he will recite it by heart. However, the memory of a small child is involuntary, that is, he remembers what he remembers because it was interesting. The child does not have a task in front of him: I need to remember this poem.
With entering school comes the time for voluntary memory. At school, a child will have to memorize large amounts of information. He must remember not what is interesting, but what is needed, and as much as needed.
1. Draw the figures in the same way.
2. Listen carefully to the pairs of words and try to remember them.
Read all 10 pairs of words to your child. Then tell the child only the first word of the pair, and let him remember the second word.
autumn - rain
vase - flowers
doll - dress
cup - saucer
book - page
water - fish
car - wheel
house - window
kennel - dog
clock - hands
THINKING
How we rejoice when we hear funny and at the same time smart thoughts from our children. The child discovers the world and learns to think. He learns to analyze and generalize, to establish cause-and-effect relationships.
1. Name an item in each group that does not fit with the others. Explain why it is redundant.
2. Listen to short stories and answer questions.
A. Sasha and Petya were dressed in jackets of different colors: blue and green. Sasha was not wearing a blue jacket. What color jacket was Petya wearing?
B. Olya and Lena painted with paints and pencils. Olya did not draw with paints. What did Lena draw with?
V. Alyosha and Misha read poems and fairy tales. Alyosha did not read fairy tales. What did Misha read?
Answers: A - blue, B - paints, C - fairy tales.
MATHEMATICS
By the time a child enters school, elementary mathematical concepts should be formed. Children must have quantitative and ordinal counting skills within the first ten; compare the numbers of the first ten with each other; compare objects by height, width and length; distinguish the shapes of objects; navigate in space and on a sheet of paper.
1. Color the starships that fly up red
color, down - blue, right - green, left - yellow.
2. Arrange mathematical symbols:
If your child is not familiar with these math signs, then explain their meaning to him and arrange these signs with him. The main thing is that the child correctly defines the relationships “less than,” “greater than,” and “equal to.”
FINE MOTOR SKILLS AND HAND COORDINATION
Is your child's hand ready to write? This can be determined by assessing the child's fine motor skills and hand coordination.
Fine motor skills are a variety of movements that involve the small muscles of the hand. Only with good development of the hand will the child write beautifully and easily.
Fine motor skills in children can and should be developed. This is facilitated by mosaic activities, modeling, and drawing.
1. Trace the drawings exactly along the lines, try not to lift the pencil from the paper.
2. Listen carefully and draw a pattern from the point: put
pencil on a dot, draw a line - one cell down, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right, one cell up, one cell to the right. Then continue the same pattern yourself.
Second task: put a pencil on a dot, draw a line - two cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right. Then continue the same pattern yourself.
READING
The knowledge requirements of children entering school are constantly growing. Today it is important that a child has basic reading skills. So, he must be able to determine the place of a sound in a word, find words with certain sounds, divide words into syllables and sentences into words.
It’s good if a child can write simple words, read small texts and understand their content.
Subsequent performance in other subjects also depends significantly on the development of reading skills, since at school very soon children move on to working with textbooks, which they must be able to read and understand what they read.
1. Find the wrong letters.
2. Make words from letters.
SPEECH DEVELOPMENT
By the age of 6-7 years, the child’s speech should be coherent and logical, with a rich vocabulary. The baby must correctly hear sounds and correctly pronounce all the sounds of his native language, not only in isolation, but also in coherent speech.
The development of oral speech is the main condition for successful mastery of writing and reading.
1. Choose the words that are opposite in meaning correctly.
The child must correctly choose the opposite word for each of the proposed ones. An error is considered to be an answer like “loud - soft”.
slow – fast
hot - ...
thick -...
Kind - ...
2. Explain the meaning of the words.
Read the word to the child. Ask for an explanation of its meaning. Before performing this task, explain to your child, using the word “chair” as an example, how to do it. When explaining, the child must name the group to which this object belongs (a chair is furniture), say what this object consists of (the chair is made of wood) and explain what it is needed for (it is needed in order to sit on it) .
Notebook. Airplane. Pencil. Table.
IMAGINATION
Many parents believe that the key to success in education is the ability to read, write and count, but this is often not enough.
Imagination plays a big role in mastering school knowledge. Listening to the teacher’s explanations, the child should imagine situations that he has not encountered in his life, imagine images that do not exist in reality. Therefore, to be successful in school, it is necessary for a child to have a well-developed imagination.
1. Complete the picture started by the artist.
It’s good if the child drew an interesting picture with a plot, using all the proposed figures.
2. Draw and color the sorceress so that one becomes good and the other evil.
THE WORLD
By the age of 6-7, a child should have a certain amount of knowledge and ideas about the world around him. It is good if the child has basic knowledge about plants and animals, the properties of objects and phenomena, knowledge of geography and astronomy, and an idea of time.
Time.
Name the parts of the day in order.
What is the difference between day and night?
Name the days of the week in order.
Name the spring, summer, autumn, winter months of the year.
What is longer: a minute or an hour, a day or a week, a month or a year?
World and man.
Name the professions:
- What item is needed to:
Measure time;
Talk at a distance;
Watch the stars;
Measure weight;
Measure the temperature?
- What sports do you know?
- Name the musical instruments?
- What writers do you know?
Solving these and other similar tasks will help the child master school material more successfully.
So, the hypothesis that timely prevention of the causes of school maladjustment contributes to a higher level of readiness for school learning is correct.
Conclusion s
The program of active pedagogical assistance to children at risk occupies an important place in the system of measures aimed at increasing the pedagogical, social and economic efficiency of public education, protecting the physical and moral health of children, preventing them from dropping out of school, and unlawful behavior of minors.
Selection of children into correctional classes is an important and responsible task that requires well-coordinated efforts of parents, preschool teachers, school teachers and psychologists for its solution.
When selecting children for correctional classes, one should be guided by two interrelated and complementary criteria. One of them is the child’s low level of readiness for schooling, i.e. school maturity. The second criterion is the difficulty of adapting to school life (at the initial stage of education in regular classes). The first criterion plays a leading role at the preliminary stage of selecting children. The second criterion is the leading one at the new stage of monitoring children in real educational activities.
A low level of school maturity manifests itself as underdevelopment of one or, as a rule, several basic aspects of the mental and physical development and health of children, the most essential for inclusion in educational activities.
When resolving controversial issues about sending a child to a correctional class, the most important, most reliable and convincing criterion is the difficult inclusion in school life in a regular class - difficulties in school adaptation.
Resolving issues related to the study of children entering school are within the competence of the school psychological and pedagogical commission.
At the first stage of the work, the commission’s task is to organize the collection of scientific information for children entering school, to carry out a general orientation in their qualitative composition and to preliminarily identify children with a low level of readiness for school and with predicted learning difficulties. The most convenient methods at this stage are methods of frontal study of children. For this purpose, first of all, the testing method is used, and a number of diagnostic tasks are organized for all children of prepared groups of kindergarten schools to complete a number of diagnostic tasks.
In the individual study of children at the preschool stage, a large role is given to persons who directly communicate with them - parents, educators.
The task of the school teacher responsible for this stage of studying children is to organize the observations of parents and educators, to direct their attention to those aspects of the development of future first-graders that characterize their school maturity. An important place in the individual study of a child is given to the teacher’s direct communication with him.
Timely prevention of the causes of school maladaptation will contribute to a higher level of readiness for school.
Conclusion
The thesis presents a psychological and pedagogical methodology for diagnosing children at risk, one of the purposes of which is the selection of children into correctional classes. We consider it necessary to note that diagnosing children at risk - those with partial, borderline, preclinical developmental disorders - is a very difficult task.
Its solution requires an integrated approach, possible only with the participation of doctors, psychologists, and teachers.
It is difficult to overestimate the role that preschool teachers and school teachers can and should play in the timely identification of children at risk. Often they are the first to encounter the child’s individual developmental problems and give them an initial assessment; if necessary, they seek advice from specialists - a school psychologist, a neuropsychiatrist. Unfortunately, it also happens that for a long time these problems are not noticed by the teacher or are incorrectly assessed, and then help for the child comes very late or does not come at all.
Professional attention to children, the study of their development, and assessment of the dynamics of this development in specific conditions of education and training should today become an organic part of pedagogical activity. This is the reserve that will allow this activity itself to rise to a new qualitative level and at the same time competently resolve issues that arise at school in connection with the introduction of differentiated forms of education and, in particular, in connection with the creation of correctional classes and groups.
The task of a psychologist is to find individual, specific ways for each child to optimally develop his interests, abilities, personality as a whole, the possibility of self-education and self-organization.
The most important thing is through the joint efforts of the psychologist, educators and parents to try to understand the characteristics of the child as an emerging personality in the context of specific life conditions, taking into account the history of his upbringing, age, gender and individual characteristics of relationships with adults and peers, and on this basis determine a program for further work with them.
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1 Methodology for primary diagnosis and identification of children at risk (M.I. Rozhkov, M.A. Kovalchuk) This material contains primary diagnostic methods for determining the characteristics of personality development, identifying risk factors and for using the results of the methods in constructing correctional work. The main principles of working with children are the principles of timely identification of children at risk, the principle of unity of diagnosis and correction, the principle of actively involving the immediate social environment in the correctional program. Instructions “You are asked a number of questions relating to various aspects of your life and the characteristics of your behavior. If you answer each question honestly and thoughtfully, you will have the opportunity to get to know yourself better. There are no right or wrong answers here, answer each question as follows: if you agree, answer “yes”, if you disagree, answer “no”. Work as quickly as possible, don’t hesitate.” 1. Do you think that people can be trusted? 2. Do you think that the only way to achieve something in life is to take care of yourself first? 3. Do you make friends easily? 4. Do you find it difficult to say “no” to people? 5. Do any of your parents often criticize you unfairly? 6. Does it happen that your parents object to the friends you date? 7. Do you often get nervous? 8. Do you have causeless mood swings? 9. Are you usually the center of attention among your peers? 10. Can you be friendly even with those you clearly don’t like? 11. Don't you like being criticized? 12. Can you be frank with close friends? 13. Do you sometimes get so irritated that you start throwing objects? 14. Are you capable of making rude jokes? 15. Do you often have the feeling that you are not understood? 16. Do you ever feel like people are talking bad about you behind your back? 17. Do you have many close friends? 18. Are you embarrassed to ask people for help? 19. Do you like to break established rules? 20. Do you sometimes have a desire to harm other people? 21. Do your parents annoy you? 22. Are you always provided with everything you need at home? 23. Are you always confident in yourself? 24. Do you usually flinch at an unusual sound? 25. Do you feel like your parents don’t understand you? 26. Do you experience your failures yourself? 27. Does it happen that when you are alone, your mood improves? 28. Does it seem to you that your friends have a happier family than you? 29. Do you feel unhappy because of the lack of money in your family? 30. Does it happen that you get angry at everyone? 31. Do you often feel defenseless? 32. Is it easy for you to get used to a new team? 33. Is it difficult for you to answer in front of the whole class at school? 34. Do you have friends whom you cannot stand at all?
2 35. Can you hit a person? 36. Do you sometimes threaten people? 37. Did your parents often punish you? 38. Have you ever had a strong desire to run away from home? 39. Do you think that your parents often treat you like a child? 40. Do you often feel unhappy? 41. Do you get angry easily? 42. Would you risk grabbing a running horse by the bridle? 43. Do you think that there are many stupid moral standards of behavior? 44. Do you suffer from timidity and shyness? 45. Have you ever felt like you weren’t loved enough in your family? 46. Do your parents live separately from you? 47. Do you often lose confidence in yourself because of your appearance? 48. Do you often have a cheerful and carefree mood? 49. Are you an active person? 50. Do your acquaintances and friends love you? 51. Does it happen that your parents do not understand you and seem like strangers to you? 52. When you fail, do you ever have the desire to run away somewhere far away and not return? 53. Has it ever happened that one of your parents made you feel afraid? 54. Do your parents criticize your appearance? 55. Do you sometimes envy the happiness of others? 56. Do you often feel lonely, even when you are among people? 57. Are there people you really hate? 58. Do you fight often? 59. Do you easily ask for help from another person? 60. Is it easy for you to sit still? 61. Do you willingly answer at the blackboard at school? 62. Does it ever happen that you are so upset that you can’t sleep for a long time? 63. How often have you discovered that your friend has deceived you? 64. Do you often swear? 65. Could you sail a sailboat without training? 66. Do you often have quarrels in your family? 67. Is one of your parents very nervous? 68. Do you often feel insignificant? 69. Does it bother you that people can guess your thoughts? 70. Do you always do things your own way? 71. Are your parents too strict with you? 72. Are you shy in the company of unfamiliar people? 73. Do you often think that you are somehow worse than others? 74. Is it easy for you to cheer up your friends?
3 Key Question indicator 1. Family relationships 5+; 6+; 21+; 22-; 25+; 28+; 29+; 37+; 38+;39+; 45+; 46+; 53+; 54+; 66+; 67+; Aggressiveness 13+; 14+; 19+;20+; 35+; 36+; 42+; 57+; 58+; 64+; Distrust of people 1-; 2+; 3 -;4 +;15+; 16+; 17-;18+; 34+; 43 +;44 +;59-; 63+; Self-doubt 7+; 8+; 23-; 24+; 30+; 31+; 32+; 33+; 40+; 41+; 47+; 55+; 56+; 68 +;69 +; Accentuations: hyperthymic hysterical schizoid emotionally labile 48+; 49+; 60-; ; 10+; 50+; ; 27+; 51+; ; 12+; 52+; 62+ Evaluation of results Indicator High scores (risk group) 1. Family relationships 8 or more points 2. Aggression 6 or more points 3. Distrust of people 7 or more points 4. Lack of self-confidence 8 or more points 5. Accentuation of character 3 -4 points for each type of accentuation Processing and interpretation of results Students’ answers are checked against the key. The number of matches of answers with the key for each indicator (scale) is counted, and if the key has a “+” sign after the question number, this corresponds to the answer “yes”, a “-” sign corresponds to the answer “no”.
4 The total score for each of the five scales reflects the degree of its severity. The higher the total score, the more pronounced this psychological indicator is and the higher the likelihood of classifying the child as a risk group. 1. Relationships in the family High scores on this scale of the questionnaire indicate a violation of intrafamily relationships, which may be due to: - a tense situation in the family; - hostility; - restrictions and demands of discipline without a sense of parental love; - fear of parents, etc. When tension caused by dissatisfaction in family relationships continues for too long, it begins to have a severely damaging effect on the health of children and adolescents. 2. Aggressiveness High scores on this scale indicate increased hostility, cockiness, and rudeness. Aggression can also be expressed in hidden forms of hostility and anger. Increased aggressiveness is often accompanied by an increased propensity to take risks and is an integral character trait of children and adolescents at risk. 3. Distrust of people. High scores on this scale indicate a strong distrust of other people, suspicion, and hostility. Such children and adolescents are often passive and shy when interacting with peers due to fear of being rejected. This is usually accompanied by communicative incompetence and the inability to establish friendly relationships with other people. 4. Lack of self-confidence. High scores on this scale indicate high anxiety, lack of self-confidence, possibly the presence of an inferiority complex, and low self-esteem. These personality traits are also fertile ground for various behavioral disorders, and children and adolescents who score high on this scale may be classified as at risk. 5. Character accents. The risk group includes the following types of character accentuation. Hyperthymic type. He is almost always in a good mood, has a high tone, is energetic, active, shows a desire to be a leader, has unstable interests, is not selective enough in making acquaintances, does not like monotony, discipline, monotonous work, is optimistic, overestimates his capabilities, reacts violently to events, and is irritable. Hysterical type. Shows increased love for oneself, a thirst for attention from others, a need for admiration, sympathy from people around him, tries to show himself in the best light, is demonstrative in behavior, claims an exceptional position among his peers, is fickle and unreliable in human relationships. Schizoid type. Characterized by isolation and inability to understand the state of other people, has difficulty establishing normal relationships with people,
5 often withdraws into himself, into his inner world, inaccessible to other people, into the world of fantasies and dreams. Emotionally labile type. Characterized by extreme unpredictability of mood. Sleep, appetite, performance and sociability depend on your mood. Highly sensitive to people's relationships
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Answers questionnaire dap-2-1 >>> Answers questionnaire dap-2-1 Answers questionnaire dap-2-1 I am convinced that there is only one correct understanding of the meaning of life. There were times when I found it difficult to resist
State Budgetary Educational Institution "Sverdlovsk Regional Medical College" "Problematic" patient at the reception: rules of communication Pupkova Irina Aleksandrovna, educational psychologist State Budgetary Educational Institution "Sverdlovsk Regional Medical College" "Problematic"
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Methodology for primary diagnosis and identification of children at risk (,)
Instructions: “You are asked a series of questions regarding various aspects of your life. If you answer each question honestly and thoughtfully, you will have the opportunity to get to know yourself better.
There are no right or wrong answers here. Answer each question as follows: if you agree, answer “yes”; if you disagree, answer “no”. If you do not live with your parents, then answer the question about family, meaning the people you live with.
Answer as quickly as possible, don’t hesitate.”
1. Do you think that people can be trusted?
2. Do you make friends easily?
3. Does it happen that your parents object to the friends you date?
4. Do you often get nervous?
5. Are you usually the center of attention in the company of your peers?
6. Don't you like being criticized?
7. Do you sometimes get so irritated that you start throwing objects?
8. Do you often have the feeling that you are not understood?
9. Do you sometimes feel like people are talking bad about you behind your back?
10. Do you have many close friends?
11. Are you embarrassed to ask people for help?
12. Do you like to break established rules?
13. Are you always provided with everything you need at home?
14. Are you afraid to be alone in the dark?
15. Are you always confident in yourself?
16. Do you usually flinch at an unusual sound?
17. Does it happen that when you are alone, your mood improves?
18. Does it seem to you that your friends have a happier family than you?
19. Do you feel unhappy because of the lack of money in your family?
20. Does it happen that you get angry at everyone?
21. Do you often feel defenseless?
22. Is it difficult for you to answer in front of the whole class at school?
23. Do you have friends whom you can’t stand at all?
24. Can you hit a person?
25. Do you sometimes forgive people?
26. Do your parents often punish you?
27. Have you ever had a strong desire to run away from home?
28. Do you often feel unhappy?
29. Do you get angry easily?
30. Would you dare to grab a running horse by the bridle?
31. Are you a timid and shy person?
32. Do you ever have the feeling that you are not loved enough in your family?
33. Do you often make mistakes?
34. Do you often have a cheerful and carefree mood?
35. Do your acquaintances and friends love you?
36. Does it happen that your parents do not understand you and seem like strangers to you?
37. When you fail, do you ever have the desire to run away somewhere far away and not return?
38. Does it ever happen that one of your parents made you feel afraid?
39. Do you sometimes envy the happiness of others?
40. Are there people you really hate?
41. Do you fight often?
42. Is it easy for you to sit still?
43. Do you willingly answer at the blackboard at school?
44. Does it ever happen that you are so upset that you can’t sleep for a long time?
45. Do you often swear?
46. Could you sail a sailboat without training?
47. Do you often have quarrels in your family?
48. Do you always do things your own way?
49. Do you often think that you are somehow worse than others?
50. Is it easy for you to cheer up your friends?
Key to the questionnaire
Evaluation of results
Processing the results
Students' answers are checked against the key. The number of matches of answers with the key on each scale is counted. The total score for each of the 5 scales reflects the degree of its severity.
Interpretation of results
1. Family relationships.
High scores indicate a violation of intrafamily relationships, which may be due to:
- tense situation in the family; parental hostility; unreasonable restrictions and demands of discipline without a sense of parental love; fear of parents, etc.
2. Aggressiveness.
High scores indicate increased hostility, cockiness, and rudeness.
3. Distrust of people.
High scores indicate a strong distrust of other people, suspicion and hostility.
4. Diffidence.
High scores indicate high anxiety and lack of self-confidence.
5. Character accentuations.
The risk group includes the following types of character accentuation:
Hyperthymic type. He is almost always in a good mood, energetic, active, does not like discipline, and is irritable.
Hysterical type. Shows increased self-love, thirst for attention from others, and is unreliable in human relationships.
Schizoid type. Characterized by isolation and inability to understand the state of other people, often withdraws into himself.
Emotionally labile type. Characterized by unpredictable mood swings.
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